TABOR TODAY
spring 2015
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Together we make it happen
P LE ASE GI VE TO DAY
W W W . T A B O R A C A D E MY . O R G /G I F T S
Tabor
spring 2015
TODAY
feat ures:
10 Pioneers for Inclusive Community Life Anika Walker-Johnson, Director of Multicultural Education and Community Life
14 Avoid the “Single Story”
D EPA RTMEN TS:
2 Along Front Street
Eileen Neville Marceau, Dean of Studies
Kerry Saltonstall, Editor
16 Red or Maroon? 8 View from the Bridge John Quirk, Head of School
Anny Candelario ’97, Sophomore Class Dean
18 Principally Engaged: In Service
20 Making an Impact/Alumni Profiles
Leandra Warren ’15
Andy Joblon ’02 Marvin Pierre ’02 Megan Rilkoff ’09 Travis Roy ’95 Lindsay Worrell White ’01 Gus Simeon ’91
26 Arts 28 Athletics 30 Then and Now Tabor’s Legacy of Peace Wes Chaput, Faculty
32 Community News & Class Notes
TO RECEIVE THIS M A G A ZIN E EL EC TR ON IC A L L Y, PL EA SE EM A IL A L U M N I@TA B OR A C A D EM Y.OR G
Head of School John Quirk
Editorial Staff Nita Howland
Director of Advancement Mark Aimone ’86
Alumni News and Notes Kimberly Owens alumni@taboracademy.org
Director of Admissions Andrew McCain ’84
•
Director of Communications Kerry Saltonstall
Visit our Web site: www.taboracademy.org
Tabor Today is produced by the Advancement Office in September and April. Please direct your comments, ideas, letters or address changes to Kerry Saltonstall at Tabor Academy, 66 Spring Street, Marion, MA 02738 or call 508-291-8340 or e-mail ksaltonstall@taboracademy.org. Visit us on the Web at www.taboracademy.org for timely campus and sports news or to send us news about you. We look forward to hearing from you!
• Contact us at alumni@taboracademy.org
Cover photo: Lillian Blouin ’16, IFC photo: Abi Taber ’15 Geraldine Millham Design
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reflections Class of
1965
From the Editor I am very pleased to present this issue of Tabor Today, which incorporates some new departments that I hope you will enjoy. Stay Connected hopes to create a share space for ideas between campus and alumni, while Along Front Street aims to keep you more closely in tune with campus news at Tabor before jumping into our features. In our features, you will learn about the Center for Multicultural Education and Community Life, designed to foster inclusivity and principled engagement within our community and our world. You will read about how different perspectives are being encouraged in our classrooms and in the extra-curricular and leadership life of our school. Alumni are profiled who have made a commitment through their work, service or philanthropy to engage fully in dialogues that seek to understand and improve the connections between communities and individuals. At a time of social unrest over race and inequality not witnessed in our country since the 60’s, we know that without more inclusivity and better understanding and awareness of the myriad cultures, viewpoints, and backgrounds influencing us, we cannot thoughtfully address the issues of our time at Tabor or in the world. An inclusive global community, where all members feel empowered and safe enough to take risks and to engage in the learning and leadership opportunities at Tabor and beyond, is key to the transformative personal growth and positive change we seek for all Tabor students and faculty. Finally, you might have noticed my own personal growth and positive change! I have been named Director of Communications at Tabor Academy. I couldn’t be more proud to represent your school to the full Tabor community and (yikes!) the world.
5O
Your
!
th is in June
Grab a friend and come join us
last word essay contest
Do you want the last word! We welcome your submissions for “The Last Word” a new feature in the magazine for and by alumni. Articles should be no longer than 500 words, include some imagery, and should in some way reflect upon the writer’s past or current Tabor experience. Send to the Editor, Kerry Saltonstall at ksaltonstall@taboracademy.org. Tabor Shop goodies to the winner!
Join us every day on Social Media @taboracademy, @taboralumni, @taboralums
TABORTALK
Our blog TaborTalk includes campus life and alumni
My best to you all.
stories. Google TaborTalk to follow us. Enjoy these alumni blogs and share your own!
Kerry Saltonstall Editor/Director of Communications
BLOGS TO ENJOY:
• Dan Cooney ’83 promises two minutes and 200 words! Always thoughtful and fun! www.danstwothings.com.
Send your comments or letters to the Editor at info@taboracademy.org.
• Gabi Enos ’09 on rock climbing www.justgoclimb.com • Megan Rilkoff ‘09
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laosadventures1314.wordpress.com
STAY CONNECTED: Share Your Favorite Books, Blogs and Ted Talks! We
Ds E T alk
are very
so c i a l
!
T to Inspire send us your favorites
>>
www.ted.com/talks/john_wooden_on_the_ difference_between_winning_and_success
>>
www.ted.com/talks/rita_pierson_every_kid_ needs_a_champion?language=en
>>
www.ted.com/talks/chimamanda_adichie_ the_danger_of_a_single_story
along front street
books
we love
M ichael F awcett ’6 4 , P ’9 5
The Boys in the Boat by Daniel James Brown is for anyone who has ever pulled an oar at Tabor or enjoyed watching a shell sprint across Sippican Harbor. The true story of the University of Washington crew that went to the Olympics back in 1936. Paige K emezis, S cience Faculty
The Disappearing Spoon by Sam Kean is an engaging history of all the elements on the periodic table. It gives context and depth to the daunting chart in the front of the classroom. Andrea T ardif ’ 1 6
Miss Peregrine’s Home For Peculiar Children by Ransom Riggs tells the story of Jacob Portman and how he discovers an abandoned orphanage through a quest to learn about his recently deceased grandfather. As Jacob unfolds his grandfather’s past, he soon discovers whom he can and can’t trust. This novel incorporates hair-raising vintage photography to help further support the captivating plot line.
events
to enjoy
go to
www.taboracademy.org/events April 23 Science at Work Lecture at Tabor
Recently Pu blished
Tabor Au thors
May 7 Cook Au Vin, Chicago, IL
Wendy Todd Bidstrup, former faculty Cecil Clark Davis: A Self-Portrait (1877-1955)
May 15 Reception and Tabor Boy Open Ship, Newport Shipyard during Volvo Ocean Race
David Johannesen ’64 Falcons & Seagulls Cindy Carr Mock ’86 Magic Circles, The Wonders of My Pond
June 5-7 Reunion
David Roderick ’88 The Americans Katie Schickel ’89 Housewitch 3
Share your work with us!
For all the news, scan this QR code to go to the News and Events page on our website.
A Hot Time
Kevin Arnfield, faculty, along with Thomas Kelly ’15 and alumni Thomas Tarrant ’12, Henry ’12 and Gordon Gleason ’10, successfully completed the first firing of the wood kiln they have been building for over a year as part of Kevin’s Braitmayer Fellowship. The firing included student, faculty and area artist’s work and was a true labor of love, stoking the fires throughout a 30-hour burning period! An exhibition of the wood fired kiln work was held February 3-13 in the Braitmayer Gallery with an opening reception held on February 6. The ceramics department hosted receptions and exhibitions of four UMass graduate students, as well as arranged a week-long artist in residence, exhibition, and lecture by ceramicist Eric Kao, our 2015 Tomlinson Fellow in the Visual Arts.
along front street Tabor Boy :
O ne Hundred Y ears at S ea
The 100th Anniversary of the Tabor Boy ended with the public screening of a 48-minute documentary on the history and impact of our sail-training program over the last 100 years. Tabor Boy: One Hundred Years at Sea, created by John Rice ’70 and including interviews with many alumni crew spanning the decades from the 30’s to today, was very well received. After the film, a reception for the XO’s and those participating in the project was held at the Quirks’ home. There were twelve XO’s present! After the film was shown on campus several times, it had both a virtual premiere and a television debut on RI Public Television on December 28 and on Marion local cable access TV in January. You can receive a personal copy with a gift of $100 to the Fund for Tabor.
T abor in the C ommunity
Matsu mu ra H ou se : A N ew D orm Concept for Tabor
On the second weekend of school, Tabor students
Our new dormitory, slated to open in September, will provide an opportunity to improve the residential life experience for students by providing more open common spaces for student-faculty interaction. Will Saltonstall ’82, the architect, shared, “The inspiration for the dorm interior was a lively urban streetscape, breaking the tradition of long straight corridors with rooms stacked on either side. We designed the dorm much like a large home, with different nooks for small gatherings of students, a kitchen island for working collaboratively on homework or making a snack, as well as plenty of bright, open areas for the dorm community to be together.” Mr. Matsumura’s P’17 record gift of over $2 million dollars enabled us to fast track this project and begin construction in December.
went out into the community to help with projects ranging from sorting clothing and toys to tutoring to harvesting crops to serving meals in the wee hours of the morning. We assisted over fifteen organizations, many of the same partners we work with year-round. The Tabor Community is making a real impact through service under the careful direction of Lauren Boucher, Amelia Wright, and our student leaders.
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Celebrating Rev . D r. Martin Lu ther K ing Jr.
kelvin Ma
In celebration of the Rev. Dr. Martin Luther King Jr. and the legacy of the Civil Rights Movement, Dr. Peniel Joseph (Tufts University - History Professor and Founding Director of the Center for the Study of Race & Democracy) addressed the Tabor community on Friday, January 16th. His talk provided an historical context for our community’s viewing of the film, “Selma,” on Monday, January 19th. “Selma” chronicles the voting rights campaign and subsequent march from Selma to Montgomery, Alabama. This historical event, led by Dr. King and other key leaders of the Civil Rights Movement of the 1960s, ultimately led to the historic 1965 Voting Rights Act.
along front street N ew H arbor Probes e x pand Research
Graboys L eadership S ymposium: Year T wo
The second annual Graboys Leadership Symposium allowed students to re-envision leadership opportunities at Tabor, creating more substantial roles across school life to hone the skills of future generations of Tabor students and to make a stronger impact on Tabor. It was gratifying to see the energy with which the students attacked this topic, revealing their feelings of ownership and partnership in making Tabor the best it can be! Tabor alumni Chris Hall ’09, Perry Dripps ’06, Megan Rilkoff ’09, Marvin Pierre ’02 and Kelly Foley ’08 kicked off the day by sharing their
Fishbowl gets a Facelift
perspectives on leadership at Tabor and beyond.
More student photography has graced the hallways of Tabor, bringing a more dynamic look to the Stroud Academic Center.
An impressive effort by all spearheaded by faculty member Rick DaSilva ’89.
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The science department secured both a flow and a tide meter for Tabor knowing they would bring immediate benefits to all aspects of our marine science curriculum, perhaps most immediately to our oyster farm. The new sensors were installed on October 9 at the Hoyt and Crew Docks (tide and currents respectively) where we hope to build an oyster reef in the near future. Jennifer Albright, faculty, explained, “If we want our oyster farm to prosper, we need to know what is going on in the water to situate them in the best possible environment.” Data from the probes have been used across the science curriculum in student research projects, as well as for general monitoring of Sippican Harbor.
at tabor T he A rts are on F ire ! If you live nearby, we welcome you to join us for an evening artists lecture in Braitmayer, a performance in Fireman, the Black Box, or our annual Lessons & Carols Service.
along front street The stages have been active all year with music and dance recitals, three dramas (one travelled to Boston and England to perform), the Shakespeare Monologue competition, and finally, the Winter Musical: Hairspray! One Acts, the Spring Concert, Senior Projects and Madrigals concert to come this spring. Watch the calendar!
Lessons & C arols
Open Mic T radition C ontin u es
David Horne, faculty, composed
Gerry Dineen, math teacher and musician, began a new evening program a few years ago called Open Mic Night. About once a month, students meet in Hoyt with instruments and songs prepared to play in a supportive and relaxing coffeehouse setting. A highlight was a beautiful fall night on the waterfront with a fire pit roaring, roasting s’mores to the great music.
an original “Gloria� for our enjoyment on December 14. The choirs performed spectacularly, transporting us all right into the spirit of the Christmas season.
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Holderness D ay
We won
the day 5-2-1! The Seawolf
remains on top!
lillian blouin ’16
along front street
H oliday H ope Exceeds Ex pectations
N ational L etters of Intent
Tabor students, faculty and staff assisted thirty-three
Six Tabor Seniors signed National Letters of Intent to play Division 1 Athletics next year. Three more were accepted to Dartmouth and will continue their athletic endeavors there.
families in need this holiday season, contributing a record $12,000 to the effort. Each group participating determined a budget, and members contributed by giving money, helping to determine appropriate gifts that fit within the budget, shopping, and wrapping
Way to go, Seawolves!
the gifts for their chosen family. O yster F arm
Captain Bill and his students wintered the Oyster Farm in late September, sinking the oysters about three feet below the surface to keep them safe from winter ice. Very soon, the oysters will be brought back to our shore-side farm in front of Hoyt Hall for research, accessibility, and continued grow-out.
Sara Kosicki ’15 shared, “It was such a great feeling after we finished wrapping all the gifts for our family of five. I stood there taking in the moment, and I was so proud of all the girls in Baxter; we really made it a goal to make sure everything on the list was accounted for and then some! The number of gifts we were able to provide the family for this holiday season surpassed all of our expectations, and it was a proud moment for the dorm!”
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view from the bridge
a diverse community If you have been following the news of our beloved school, you are well aware by now of the Vision for Tabor in 2026—its 150th anniversary. The opening line calls for Tabor Academy to be a “diverse community of life-long learners….” This is not to say that Tabor is not some part of that today, and proudly so. It is, as can be seen in thriving areas of diversity such as our International Center. However, the Vision calls out for more and asks us to build on our existing strengths to deliver the best opportunity for living and learning together in a residential setting. In this I see the need to do more, more intentionally and with greater expectation, to build a diverse and inclusive school culture on behalf of the students we will send out into the world. We often talk about the transformative personal growth of our students. In planting our flag firmly in the work of diversity, we add to that a reformation of one critical piece of our strong historic culture. I am often asked about the value and relevance of the Tabor experience. While there is no singular answer, one significant piece of the promise of truly exceptional secondary boarding schools is that of future global citizens’ exposure to genuine and habitual inclusivity. Where else can learning communities reflective of the entire world array of novel perspectives and experiences come together at such a formative time for its members?
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As we strive to have our graduates imbued with global-mindedness, flexibility of thought, empathy and creativity, the very make-up of our community as a learning tool emerges in its importance, as does our obligation to cultivate it. At a tremendously exciting time for schools generally, our work feels especially invigorating, promising, and necessary. We have not, it could be argued, paid broad enough attention to diversity in recent years and this leaves us both less than we could be and less than I’d like us to be in years to come. Our community is strong, as it has always been, but I’d suggest that we have not done enough in the areas of diversity and inclusivity. Have we been open enough to different perspectives and embracing of the learning opportunities they present? Have we ensured that these perspectives and voices are present enough? Our recently completed Diversity Climate Assessment reported that despite the good will and intentions of the faculty and the school’s leadership, we may have fallen short. On a positive note, the report offered strategies for growth, both in first steps and eventually in moving ourselves from the idea of diversity as difference, to a higher plateau; a place where living and learning together in habitually inclusive ways is one of our most powerful tools, and where the dynamic perspective-push of Tabor’s culture fuels (to paraphrase Kathy Hannan,
of life-long learners As you read this issue of Tabor Today, you will see evidence of our current efforts and of the people most committed to the work, though truly it’s the work of us all. You will hear about the pioneers upon whose shoulders we stand today. Most importantly, I hope you’ll get a sense of the enthusiasm for where we are heading and of the ways we intend to throw ourselves fully into our aspirations. The creation of a full time position of Dean of Multicultural Education, the opening of the Center for Multicultural Education (just opposite the International Center in the Academic Center), our launching of the faculty-led Diversity Leadership Council, our adoption of the school’s first Statement on Diversity and Inclusivity, our generous commitment of resources to financial aid, our school trip to see the movie Selma and our forum on the events in Ferguson and Staten Island, our attention to Tabor’s new website and to the ways we can most authentically portray the school, a reconsidered administrative team, these and other things are where our vision, intangible and abstract, is becoming our practiced reality.
This road is never quite ending and we will always have opportunity to improve, which can leave wonder about how we will measure progress. This brings me back to the Vision statement, where I began. Underpinning Tabor’s Vision 150: Navigating the Future are six critical priorities, pillars to support the future of our school. One of these is Diversity. I’ll know we are making progress when I can fairly say and adequately assure that this pillar needs re-thinking; that it is no longer about the first level of the work, which is ensuring that we have brought together the mix of perspectives, experiences, and stories we want here at Tabor. At that time, and not too far from now, I hope the priority will be entitled Inclusivity. When this happens, perhaps the line in the Vision will need to change as well: “Tabor Academy is an inclusive, dynamic and innovative community of life-long learners and sharers, known for its deliberate commitment to transformative personal growth.” That will be a meaningful editing exercise in wordsmithing, as vision-crafting can be. But how great it will be to know with confidence that we’ve done good work and are still progressing, and that it is only the words we seek to describe our deeds and our accomplishments.
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Kayla aimone ’17
National Managing Partner for Diversity and Corporate Social Responsibility at KPMG) personal and institutional innovation. We have some work to do, but it’s important work and critical for our school.
Abi Taber ‘15
Pioneers for Inclusive Community Life My first impressions of Tabor Academy came as a result of meeting my husband, Khalil Johnson ’91, and his roommate, Craig Robinson ’91, when we were all students at Emory University. It was rare to see Khalil without his worn, black baseball cap with Tabor written in maroon and white lettering across the front, and he and Craig would often share stories of their experiences at the School by the Sea. What was it about this predominately white New England boarding school that had been founded by a woman in 1876 with the mission to “…serve youth of all portions of the country” that resonated in the hearts of these young men of color from Brooklyn, NY?
Pictured above left: Anika and Khalil Johnson ’91
As my relationship with Khalil began to blossom, so did my romance with Tabor Academy. Khalil proposed to me in the Admissions Living Room in February of 1998 in front of his former classmates who had come to Tabor with him from NY in the fall of 1987. These same classmates would later witness our wedding and the addition of two children to our family. So after thirteen years at Tabor, what is it about this place that has kept us connected here, and how does any of this relate to diversity and inclusion at the school? The answer to that question is actually rooted in the story of a man I’ve never met in person. 10
Carl Lovejoy attended St. Paul’s School during the early 1970s. As a student, he represented the first generation in his family to go to private school, and he was also one of a few St. Paul’s students who came from the local area and received financial aid to attend. This combination of factors in Carl’s background contributed to his awareness of others’ differences and the challenges faced by underrepresented groups at St. Paul’s, particularly girls and students of color, who were few in number and had then only recently been allowed admittance. As the next several years passed after Carl’s graduation, he noted the school’s growing number of girls and people of color on campus, and his desire to be involved in the diversity and inclusion work of his alma mater led him to return to St. Paul’s shortly after college to become one of the school’s teachers and Associate Directors of Admission. It is this years long relationship with St. Paul’s that ultimately laid the foundation for his focus on diversity and inclusion in his future Admissions work at Tabor. In 1985, under the school’s leadership of Peter Webster, Carl brought his idealism and passion to his new role as the Director of Admission for Tabor Academy. Early on, he was struck by the limited numbers of people of color at the school—at the time, less than 5% of the student body and less than 1% of the faculty and houseparent staff
Statement of Diversity and Inclusion
To cultivate and sustain a more diverse and inclusive community, Tabor Academy recognizes that our success as a 21st century school is embedded in a genuine understanding of how the components of diversity reflect the core values of our mission, which is rooted in compassion, respect, trust, honesty, and personal responsibility.
by Anika Walker-Johnson,
Diversity at Tabor encompasses race, ethnicity,
Dean of Multicultural Education and Community Life
gender, socio-economic status, religion,
included people of color. So, he committed himself to shifting that dynamic, beginning with the recruitment of Harold and Shirley Bost, a young African-American couple whose son was enrolled at St. Paul’s. Harold joined the Admissions team while Shirley became a dorm parent. The next step in Carl’s plan involved Carl convincing the Business Manager that an increase in financial aid spending dedicated to the purpose of increasing diversity from outside the local community would lead to a more well-rounded school community of high achieving students and dedicated parents from a variety of backgrounds.
intellectual and physical ability, gender expression, sexual orientation, age, family structure, language and geographic place of origin. We recognize that the establishment of policies, practices and programs that support the interconnectedness of these cultural identifiers and further develop the cultural competency of our community’s members will allow for true dialogue and collaboration within our school and with local, regional, national, and international communities.
To that end, we commit ourselves to being a community in which all members have voice, are given respect and see their identities reflected and affirmed in the curriculum, co-curriculum, and physical and virtual environments of the school.
Bryn Jacobs ‘17
Once Carl received approval to increase the financial aid budget, Carl and Harold reached out to some of Carl’s connections in New York, including the Oliver Scholars program and the Phillipa Schuyler Middle School for the Gifted and Talented. After some initial challenges, they arranged to drive a group of African-American students and their parents from New York to Marion to visit Tabor’s campus and to introduce them to boarding school. Of the seven students who took that pioneering trip with their parents to Tabor: Twana McGill, Dawn Brewer, Craig (Lee) Robinson, Augustin Simeon, Carolyn Hilaire, Saran Mignott, and Khalil Johnson, all of them subsequently enrolled (six freshmen and one sophomore). These students
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would eventually go on to leave their mark at Tabor in academics, the arts, athletics, and student leadership and would all attend top universities that included Duke University, Emory University, Syracuse University, Tufts University and the College of William and Mary. “Progress lies not in
enhancing what is, but in
advancing
toward what will be.”
—Kahlil Gibran
Photos above: 1. Carl Lovejoy 2. Harold and Shirley Bost
Although Carl eventually moved on from Tabor in 1992, Harold and Shirley remained. They often traveled together on recruitment trips—Harold provided education about boarding school and the admissions process while Shirley reassured families, particularly those with girls, that their children would be well taken care of. The Bosts’ dedication to students of color and their families eventually led to Harold’s appointment to a newly established position as the Director of Minority Student Affairs, under Jay Stroud’s leadership. Jay recognized that increasing the numbers of students of color on campus, many who had never been exposed to independent schools, meant that those students would need additional mentorship and cultural support. Others who were strong champions of the Bosts’ work included Tabor’s dining hall and housekeeping staffs (especially Marima Abdulrahman) and local families like Geoff & Cindy Worrell, George and Dorothy Carter, Deana Patterson and Dr. Samuel McFadden, who took students on college visits and augmented Harold’s limited budget with supplementary funds to pay for expenses not covered by tuition. In full circle fashion, prior to their retirement, the Bosts (encouraged by Keith Browning ’79—a future Chair of the Board of Trustees) recruited one of Tabor’s own, Khalil Johnson ’91, to return to Tabor to join the faculty.
3. Tinker Saltonstall 4. Merry Conway and Steve Downes
On the shoulders of Carl Lovejoy and Harold and Shirley Bost, Khalil and I stand. Why have we 12
Tanya Tantasathien ’15
2
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stayed thirteen years? Because we believe in the vision of these trailblazers and others—a vision that includes a commitment to creating a community “in which all members have voice, are given respect, and see their identities reflected and affirmed in the curriculum, co-curriculum, and physical and virtual environments of the school.” As Tabor Academy charts its course toward the realization of the Long Range Vision Plan for 2026 and a celebration of the school’s 150th anniversary, how are we as a school building toward the community I just described? First, the Board of Trustees has created six critical priorities within the Long Range Vision Plan, and one of the critical priorities is in the area of diversity and inclusion. Second, we hired Christine Savini, Diversity Directions consultant, in the fall of 2013 to conduct a diversity assessment to identify areas of strengths and weaknesses in our efforts. Third, the Director of Minority Students position has evolved into the Dean of Multicultural Education and Community Life which now includes membership on the senior leadership team and works directly with Admissions to continue the recruitment and retention of dynamic students of color. Fourth, this past fall, we established a Diversity Leadership Council, consisting of nine faculty members, that is charged with the following mission: • Develop a strategic plan for diversity and inclusion based upon the recommendations in the 2013 diversity assessment report. • Coordinate faculty and student multicultural education and help to facilitate the application of knowledge surrounding issues of diversity and inclusion.
Tanya Tantasathien ’15
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4
• Recommend institutional structures and policies necessary to overcome potential challenges and to reach goals. • Develop and implement evaluation methods by which to determine progress in moving toward goals. • Serve as a resource to the Tabor community and support the Center for Multicultural Education and Community Life and the Center for International Students.
about community-wide discussions about the events in Ferguson, MO, and Staten Island, NY, and the relationship of these events to our lives as Americans, as well as to our community building efforts at Tabor. In celebration of the legacy of Rev. Dr. Martin Luther King Jr., Dr. Peniel Joseph, a professor at Tufts University, shared some historical context about the march in Selma, AL, that led to the Voting Rights Act of 1965 and left us with some hopeful thoughts for the future. We then went as a whole school community for a private viewing of the film, “Selma,” and culminated our celebration with small group discussions about lessons we could learn from history and then adapt to our current lives. In Chapel, four students shared their life-changing experiences about their trip with me and four other faculty members to the Student Diversity Leadership and People of Color Conferences.
My new and expanded role enjoys a maturing partnership with the Center for International Students as well. Started in the 1990’s by another pioneer, Tinker Saltonstall, this Center has been led since the early 2000’s by Steve Downes and Merry Conway. This office has done exemplary work to ensure smooth transitions and an inclusive experience for our international students for over twenty years. This year, the Center for International Students has expanded the annual ever-popular Asian Dinner into two nights of cultural food exploration. In the spring, the Center will host a full week of programming dedicated to events that celebrate a variety of international cultures and helps to expand our students’ knowledge and awareness of experiences in the world beyond our shores. In this magazine, there are articles that highlight cultural exchanges and service trips abroad which are all intended to encourage the Tabor community’s principled engagement with the world at large and to foster care and committed citizenship. Also this year, the Center for Multicultural Education and Community Life, in coordination with the Diversity Leadership Council, has brought
Combining the efforts of both the Center for Multicultural Education and Community Life and the Center for International Students enhances life for all of us at Tabor. We strive daily to bring a sense of inclusivity to all of our students, domestic and international, and seek ways to foster an environment where our students can continue to learn from each other. I cannot express how exciting it is to have these two Centers flank the Fishbowl area, creating a wonderful natural meeting place for exchanges between cultures and nationalities. It truly is becoming the heartbeat of our school!
International Center M ission In August 1890, two students from Tokyo stepped off the train in Marion, mounted horses, and made their way down Spring Street to open Tabor’s doors to the larger world. From this beginning, ninety-three International Students at Tabor today represent diverse nations, cultures, and viewpoints. Our International Center, located at a campus crossroads in our Academic Center, initiates and connects Tabor with National Scholar programs in the United Kingdom, Bahrain, Oman and Thailand, community service programs in Vietnam, school exchanges in Hangzhou, and parents and alumni across the globe. More vitally, it helps to recruit, welcome, and integrate a dynamic and open-minded group of students who uniquely raise the school’s awareness
Although there is still much work to be done, with a few expected bumps along the way, these are truly exciting times at Tabor Academy. As we continue to build upon the legacies of our pioneers, I cannot help but to be proud of the progress we have made.
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of the diversity of the 21st century world.
Avoid the “Single Story”
Lillian Blouin ’16
by Eileen Neville Marceau, Dean of Studies
Some years ago, while a participant in a SEED seminar (Seeking Educational Equity and Diversity), I was introduced to a TED Talk by author Chimamanda Ngozi Adichi. It was called “The Danger of a Single Story” and in it, she recounts how as a child and a burgeoning young writer growing up in Nigeria, she penned tales of blue-eyed children eating apples and playing in snow—a world she’d never known except in the British and American children’s books to which she’d been exposed. Her message: that we can very quickly lose sight of the multi-dimensionality of experience when repeatedly presented with a singular point of view of a place and, especially, of a people. And that singularity is dangerous.
story”—a limiting and highly generalized view, the stuff of which stereotypes are made. “And the problem with stereotypes,” she asserts, “is not that they are untrue, but that they are incomplete. They make one story become the only story.” A recent New York Times article on diversity work in private schools quotes consultant Derrick Gay as saying that “raising students to live in a bubble— a white bubble, a black bubble, a Latino bubble, whatever type of bubble you want to call it—is not to your benefit in a global society.” The ability to think about, talk about, and critically and empathetically consider multiple viewpoints and social identities is not a luxury in today’s successful high school program—it’s a necessity.
“The conse q u ence of the single story is this,” Adichi says, “It robs people of dignity . I t makes our recognition of our equal hu manity diffic u lt. I t emphasizes how we are different rather than how we are similar .”
Adichi’s TED Talk goes on to explain the basic premise of privilege: that those with power have the ability to tell not just their own story, but the stories of others. She reminds us that “because of America’s cultural and economic power, [there are] many stories of America.” Africa, her counterexample, is too often the victim of the “single 14
At Tabor, we want to ensure that we are preparing our graduates for success at the university level, but we can’t lose sight of the fact that we are also preparing our students for life beyond college, diverse workplaces, and a career in a shrinking world. In the process, we should be helping them build a framework for making sense of that world, interacting in it, and building and sustaining the relationships so critical for success—across the “barriers” of culture, religion, or nation.
www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story Rethinking our curriculum within a framework of multicultural practice makes sense. The Partnership for 21st Century Skills lists “global awareness” at the top of its list of 21st century interdisciplinary themes—a nod to the reality that success in our ever more connected, highly globalized world, in just about any sector, will rely heavily on intercultural competence and awareness. At a boarding school like Tabor, we are fortunate to have students from multiple countries and communities living, learning, and interacting together—the perfect environment to stretch and hone those competencies. When I think about the importance of multicultural practices in a secondary school curriculum, I return to the message of Adichie’s TED Talk. It’s critical that we develop curricula in which students can see themselves and others represented, can grapple with viewpoints dissimilar from their own, are empowered to find their voices in the classroom and have those voices be respected and valued. Exposing our students to the ideas of social justice and creating an investment in social activism will develop future leaders with empathy and awareness of a world beyond their own.
At its simplest level, it looks like a selection of teaching materials and texts designed to stretch our students’ viewpoints and assumption—to intentionally expand the “single story” into one that begins to reflect the dynamism of our world. It means questioning cultural assumptions and teaching students to analyze materials to determine bias. It means history courses that examine historical viewpoints from many angles. It means language classes that look at the culture, the cultural struggles, and the social issues that affect speakers of a language—here in the US and around the world. It means deepening our connection to service in our community. It means questioning our assumptions, allowing for multiple viewpoints, and modeling a willingness to acknowledge difference and gain knowledge through sharing of different perspectives. Then how do we get there?
• By continuing to develop awareness of our own personal lenses as teachers. • By being mindful of assumptions in our creation of classroom content.
Tabor’s mission statement reads, “Tabor is founded on the belief that a healthy school community finds common ground while embracing differences.” “Care for others” and “committed citizenship” appear among the school’s core values. In these ways, a multicultural lens is essential to what we are trying to achieve with our students. Its goals are written in the mission of the school. Furthermore, the school’s 2013 diversity climate assessment identifies the curriculum as an obvious area to develop for more inclusive, multicultural practices. As we continue to take steps forward to examine and revise our curriculum for the demands of the 21st century, a multicultural framework will be essential to focus our efforts.
• By seeking materials and resources that shed light on the multiplicity of the human 3 photos above tanya tantasathien ’15
experience. • By engaging as learners in regular conversation and critical thinking about perspectives and identities other than our own. • By working actively and reflecting regularly on the work we do. • By seeking to avoid the “single story” approach to history, to culture, to relationships, and to learning.
So, how do we achieve a more broadly multicultural curriculum and what does it look like? Collaboration and buy-in from faculty are key. 15
photo above kayla aimone ’17
Red
or
?
Maroon
As an alum and a teacher, I bleed maroon, though lately I’ve noticed some call our school color “Tabor red.” How did maroon become red? We look at a color and we label it based on our knowledge and experience. What I call maroon and someone else calls red is perhaps a basic example of a different point of view, a different perspective. Our perceptions are part of what makes us different. Teaching students to be accepting and respectful of differing values and points of view, and encouraging them to strive to fully understand another’s perspective are critically important skills and integral to our work in promoting inclusivity at Tabor. Here’s a glimpse of my work toward inclusivity as a teacher, dorm parent and class dean, highlighting those moments that cause me to wear my Tabor maroon most proudly.
by Anny Candelario ’97, Sophomore Class Dean
appreciation for human diversity. It is critically important to ensure that students feel supported for who they are and what they bring into the classroom in order for them to take the risks to master difficult material. Tu esday 9:40am Sophomore Class Meeting
As the Sophomore Class Dean, part of the joy of my work is to support my sophomores with their individual goals and to foster in them the skills they need to be successful. This year, I challenged the Class of 2017 to be present and to find the moments where they are being their best. I encourage concentrating on the task at hand; being aware of their surroundings; possessing the ability to pause and process, to think, to show up; to be intentional with responses, ensuring that what they say speaks to the context of the conversation.
M onday 9 am A lgebra I class
I teach freshman math, and unfortunately, I find a common unifier is my students’ dislike for the subject. I do my best to dispel the “I’m bad at math” myth by working to allow my students to feel comfortable with their peers in the classroom and what each brings to the table. Every student has a unique learning style as well as a distinct cultural, economic, familial, and social background. I foster social comfort and self-confidence in my classroom by insuring students have time to discuss their personal interests and accomplishments. Classroom learning is a social event and requires social efficacy that must be intentionally nurtured. Supportive teams and partnerships grow organically from within once students get familiar with each other, thus increasing self-awareness and 16
In my work, I model being present by listening to my students’ responses, paying attention to their body language, tone, and the way they respond to questions or suggestions. I teach them to be fully engaged by giving whoever is speaking their full, undivided attention so the person feels valued, appreciated and most importantly, heard. These are all skills that are needed in order to work with others to reach our goals. They help us cultivate and create the type of environment that supports understanding, appreciation for diversity, and inclusive behavior. Spaces are inclusive when people who occupy them are inclusive. Thu rsday 7:55pm Williams D ormitory
My husband and I are house parents in Williams, a dorm that is thirty-four percent international. It is quite an opportunity to
live with so many interesting nationalities, especially for our young children, Andretti (5) and Xavi (3). Our boys love to run out to the 7:55pm meeting and high five “the guys” every night before bed; or lead the singing of happy birthday as they serve the brownies they’ve baked for their big brothers. We are a family of students from Aruba, BVI, Korea, China, Bahamas, Canada, Japan, and the US, spanning four grade levels.
arrival, we can enable a deeper understanding of how a community functions. While in country, students engage in two types of daily reflective workshops to deepen their educational experience, but also to help foster gratitude, respect, and civic engagement.
While in the Dominican Republic, we volunteered at the Mariposa Foundation, an organization focused on gender empowerment and generational poverty. Their mission truly hit home for Rachel We do our best to give our students the tools with McCoog ’15 who was inspired by the organization which to live together respectfully through sharing to make an impact in her own community. Rachel meaningful conversations. Non-structured student spent the entire fall registering the Flora Foundation social spaces are highly important as the most as a Massachusetts nonprofit organization and natural learning about diversity happens through received the approval for nonprofit status in discussions among peers outside the classroom. The most common conversation topics focus on the October. The Flora Foundation’s mission is to provide funding for daycare and summer care for recent chapel speech, upcoming weekend activities children living in women’s shelters or transitional or tips on how to study for the next big test. But, housing. It’s been a while since I was 17, but if I we are starting to design opportunities for our remember correctly, I was not working on creating students to engage in the practice of inclusivity by being intentional with topics for our dorm meetings. my own nonprofit! Friday 3pm Learning Through Service Meeting
Student travel is nothing new to Tabor, but traveling for the purpose of service learning is picking up momentum. Providing practical experience, fostering civic engagement, promoting global awareness while engaging new cultures through community service initiatives is what our new Learning Through Service program (LTS) is all about. Last year, I led our first trip to the Dominican Republic while this year trips are heading to Peru and Vietnam. My hope is that our students will come away from these trips with a better understanding of the injustices of the world, feeling the satisfaction of helping a community, and beginning to think about their future volunteerism. Sounds a bit cliché, but I stand by it. As a result of the integration of learning and service, students have returned from these trips inspired and excited. This success is cultivated through careful preparation before we take off. Before leaving, we research the target country, the organization, and the community we will be aiding. When students are informed and well prepared for their
Making these types of opportunities for growth available to all students is an important step in creating an inclusive community. Last year, the students engaged in very intense fundraising efforts to make our LTS trip possible for those who could not afford to participate in such an experience. This year, on top of our fundraising, the financial aid office was able to help three students join the trip, making it clear that Tabor supports these types of learning opportunities that inevitably teach our students about diversity. Diversity at Tabor is present and palpable in every corner of our school by the sea. It’s how that diversity is fostered, encouraged, and cultivated in each individual that will determine our success in creating a truly inclusive community. I know that we can reach our goal to be the best version of ourselves and remain one Seawolf nation. So: Maroon or Red? You decide. I know we are both describing the love and appreciation we feel for Tabor and the life changing experiences students can have while here. 17
photos by Nicole Schneeberger ’15
To learn more about Rachel McCoog’s work with the Flora Foundation visit http://theflorafoundation.org.
PRINCIPALLY ENGAGED: by Leandra Warren ’15
by Leandra Warren ’15
When people ask me about community service and why I do it, I never have a definite answer. Community service to some people might mean a day of work cleaning up the side of the road or helping to feed the homeless; to me community service has simply become part of my everyday life. Whenever possible, I do my best to try and help make the lives of individual people better. In recent years, and more importantly during my four years at Tabor, I have participated in a wide range of community service projects. From being a camp counselor to inner city kids who are part of Child Protective Services, a “Big Sister” to CPS kids, helping to run fundraising events that raise money for cancer research, to multiple service trips aimed toward reaching the United Nations’ Millennium Development Goals. When I first came to Tabor my freshman year, I had heard many stories from seniors and faculty about making the best of my experience at Tabor, and making sure that I left a mark after I graduate. At first I was not sure what I was going to do. I was not going to leave my mark athletically because I was a bench warmer on the JVB Squad; and my lasting impression was not going to come in academics because I was not a star in the classroom. My only other real option to leave a lasting impres18
sion at Tabor would be through our Community Service Program.
Aside from helping out with small projects on the weekends, my first real encounter with community service at Tabor was our annual Dana Farber Lap-a-thon. I remember waking up early on a Sunday morning in April hoping to get a significant job at the Lap-a-thon, little did I know that this event would put me on Ms. Boucher’s radar (Ms. Boucher is the faculty coordinator of Tabor’s service initiatives). Once there, I was first given the task of handing out shirts, but as the day progressed, I found myself volunteering to do other jobs as well. I did not realize it at the time, but this is where my reputation for being organized started, and from then on, I have been known as the “Community Service” girl, working closely with Ms. Boucher. When news of a service trip to the Dominican Republic came up, my interests were immediately spiked. My family is originally from the Dominican Republic, and I jumped at the idea of being able to visit the beautiful country as it had been about two years since I’d been last. I didn’t know that it would turn out to be one of the most rewarding things I have ever done. Originally planned for sophomores only, it took some time to convince
tanya tantasathien ’15
IN SERVICE Ms. Candelario, the organizer, to open the trip to everyone else on campus, but once she did, we hit the ground running. As soon as my parents signed me up, I went to work. I started by planning fundraising events to try and help out other Tabor students who might not have otherwise been able to afford the trip in its entirety.
When we were finally able to go on the trip, all of my expectations were exceeded. We visited the Mariposa Foundation in Cabarete, Puerto Plata, where we worked on the United Nation’s goals to end generational poverty among the young women in the community. I had no idea about the extent of work we would be doing. In the end, we ended up plastering a wall and building a fence to provide the girls with more privacy, and finishing up the work a previous school had started on a little hut where the girls could sell homemade deserts, refreshments, and jewelry. We also built a trash hut to help keep out animals, and to prevent mosquitoes from laying eggs in the water that collects in the barrels when it rains. One of the things that made this trip so important to me was how I connected with the people personally. Since I have family in the Dominican Republic, I know all too well how generational poverty works. Women get married very young to ease the burden on their families, and they stop going to school and start having families
of their own—all too young. Since it is a neverending cycle, it happens to their kids and their kids’ kids. I have seen this happen all too often, and any little project that could be done at the foundation, I was willing to step up because I knew the difference it could make. Giving these girls a place to go to keep them busy and to teach them about the importance of an education and a career to better themselves is absolutely key to their progress. One of my last big community service events that I will get to take part in at Tabor is the upcoming LTS-15 service trip to Peru. The LTS-14 trip to the Dominican Republic last year was so eye opening that I knew I could not resist signing up. A group of twenty Seawolves will be flying to the ancient capitol of Cusco to help the developing communities in the surrounding mountain villages. As a bonus, we will be hiking the Machu Picchu trails as a little reward for all the work we will be doing. I am hoping, as one of the last things I will be able to contribute to surrounding communities as well as to those around the world, that this Peru trip will be awesome. I can only hope that my efforts to help people will leave a lasting impression on Tabor, just as Tabor has been able to do for me. 19
Enjoy this video of last year’s service trip to Dominican Republic https://vimeo.com/106533327
MAKING AN IMPACT
Andre w Joblon
’O2
“W e make a living by what we get, but we make a life by what we give.” —Winston Chu rchill.
I first heard that quote from a close friend and incredible philanthropist in 2006, my first year out of college. It was then I realized I wanted to leverage my network, and devote my time, earnings, and ideas to those in need. Coincidently, I got a call a few days later from my closest friend about starting a foundation to help children with terminal illnesses. After weeks of research, we couldn’t find a better cause than St. Jude Children’s Hospital, the very best in pediatric catastrophic disease treatment and prevention. We decided to run a golf event for them and were thrilled by the first year’s success which netted St. Jude’s $225,000. This past year, after growth in each of the past seven years, we gave our largest donation of just under $2.5 million. It was our first installment towards our foundation’s $20 million, ten-year commitment to the new Surgery and ICU Center at St. Jude opening later this year. All the time and effort spent on building this foundation provides the greatest reward life can bestow. I can’t tell you the joy my friend and I feel when we witness the children, whom the doctor’s at St. Jude have been able to save from really terrible diseases, as they come running into our event with a clean bill of health. 20
I have also been fortunate to travel to Africa to assist in the building of wells that provide clean water to those in need with Scott Harrison and his charity: water team. I have helped to build several homes in Cambodia and Nicaragua with Habitat for Humanity. Spending time and learning about the families and villagers that we were directly helping made these experiences so much more fulfilling. Lastly, I am proud to mention, I have teamed up with Many Hopes, a charity that builds schools in some of the most poverty stricken areas of Africa, to sponsor one or two of the most talented children a year to come to Tabor Summer Camp. My goal is to eventually fund a full, four-year scholarship to Tabor for them. Providing the opportunity for highly intelligent young students who have navigated a remarkably difficult upbringing to avail themselves of such an incredible place as Tabor could be the most fulfilling initiative yet. To learn more about the foundation mentioned in this article, visit The Eric Trump Foundation at www.erictrumpfoundation.com.
Photo above: Tigray Region of Ethiopia 2011
’O2
M a rvin P i e r r e
Growing up in the impoverished community of South Jamaica Queens, New York, was no easy task. Graduating from high school was considered more of a dream than a reality; the more common reality was either prison or death. In fact, three of my closest childhood friends were drawn into the very trap I managed to escape. Their experience forced a promise that I would do everything in my power to ensure that my life turned out differently, and that I would use my success to inspire others. Fortunately, that same year I was given an opportunity to attend Tabor Academy. “ No matter how high you climb up the ladder of su ccess, always reach back to pu ll u p another.” —D r. Sam u el M c F adden
The positive experiences and relationships that I built during my time at Tabor inspired me to give back to inner-city kids, specifically AfricanAmerican boys. Indeed, my life aspirations changed the day Tabor introduced me to my surrogate father and mentor, Dr. Samuel McFadden. I was in awe as he arrived to pick me up in a MercedesBenz. As a kid from the inner city, I had only witnessed drug dealers and professional athletes driving luxury vehicles. When he told me that he was a doctor, my perception of what success looked like instantly changed. I honestly don’t think I would have turned into the man I am today if I didn’t have him in my life. His wisdom, love, and belief in me, even before I learned to believe in myself, put me on a path towards achievement and changed my life completely. Dr. McFadden used to say, “No matter how high you climb up the ladder of success, always reach back to pull up another.” It was his words that led me to pursue a career in education after spending three years at Goldman Sachs & Co. At a career crossroads, I received a call from my best friend, Shante Agard ’02, asking me to visit her fifth grade classroom where the AfricanAmerican boys in her class were failing. She believed they weren’t reaching their potential because of the lack of positive role models in their lives. This was all too familiar to me. Suddenly, my
purpose became clear: to make a difference in the lives of underserved, inner-city children. Over the past five years, I have worked in some of the most amazing schools, alongside great school leaders. Under the guidance of these great leaders, I have learned how to build a sustainable school culture with proven results in academic and behavioral achievement. However, a heart-wrenching issue still plagues each school—the mass academic under-achievement of African-American boys. This revelation inspired me to dedicate the rest of my life to helping young boys of color develop the ability to “dream.” The lack of urgency surrounding the academic and social challenges African-American boys face results in too much unfulfilled educational potential and too many fractured lives. For that reason, it is my personal mission to build a high-performing charter school (K-8) that will stimulate the minds of boys through a highquality and rigorous education that will prepare them for high school, college, successful careers, and life. As a change-agent in education reform, my purpose is to build a future of opportunity for every young boy of color in America, and to relentlessly advocate for urban communities where hopelessness and poverty continue to determine the future of too many children. 21
MAKING AN IMPACT
’O9
M ega n R i l k off
It was a typical Thursday morning commute to school. I rode my blue, second-hand motorbike down the dusty streets, trying to avoid the potholes and enjoy the rare cool air. I passed the market on my right and slowed down to look down a side street. A group of monks from the nearby temple were walking barefoot, single file, their saffron robes flowing behind them. My neighbors awaited
So it happened (thanks to the influence of one of my French professors of Lao descent) that I headed to Laos as a Fulbright English Teaching Assistant. I spent twelve months teaching English at Savannakhet University, working with Lao coteachers, learning alongside my students, eating more than my fair share of sticky rice, and adjusting to unrelenting humidity.
“Simple acts of compassion are necessary in our interactions with all people – both abroad and at home .”
them, kneeling on colorful woven mats and preparing the morning offering. It was moments like this that made me think of a favorite line from Tom Robbins’ Villa Incognito: “Yet, sooner or later, however capriciously and imprecisely, the ‘oh wow’ does decay into the ‘ho hum’…” After a few months in Laos, I eventually did stop remarking on the stunning Mekong sunsets, the beautiful temples, the rich iced coffee and spicy papaya salad. But throughout the year, there were many special moments that continued to inspire that feeling of “oh wow.” For more information and stories about my year in Laos, check out my blog here: laosadventures1314.wordpress.com/
As a sophomore at Tabor, I first discovered the challenging yet rewarding experience of cultural exchange by participating in a French exchange with high school students from CharlevilleMézières. I later returned to France to study abroad in college and as my graduation from the University of Southern California was nearing a year later, I could think of nothing better than combining my passions for mutual exchange, education, and life overseas.
22
There were many challenging moments throughout the year—some anticipated, some unexpected—and naturally, it was from these challenges that I learned my biggest lessons. That the purest acts of humanity can arise out of moments of chaos, confusion, and misunderstanding. That a simple smile can itself be an entire conversation. That openly getting out of your comfort zone can both show and gain respect. Experienced in a foreign environment, these lessons seemed so impactful and evident, but I realized they were important reminders that simple acts of compassion are necessary in our interactions with all people—both abroad and at home. Looking back on my year in Laos and what led me there, I find myself reflecting on the amazing global diversity I was exposed to at such a young age at Tabor. I know I would have never had the passionate curiosity or confidence to live abroad if not for the way I saw people from all over the world embraced into a single, cohesive community. I am excited to hear about Tabor’s upcoming service trips to Peru and Vietnam, and I know students will continue to benefit, as I did, from Tabor’s global reach.
’95
Tr a vis Roy Tr u stee
Two years at Tabor gave me time to build my confidence. I excelled at the things I was good at, while the school supported me in overcoming my weaknesses. When I left Tabor I had a strong sense of who I was, and felt well prepared for college life at Boston University, ready to leave my mark. After graduation, I lived with a host family in “The travis roy fo u ndation has given ou t over $5.5 million to help Chestnut Hill so I could work out with the BU fu nd spinal cord research and provide adaptive equ ipment grants hockey team. When school opened in the fall, I was so other spinal cord inju red su rvivors can live more prod u ctive lives.” ready to take my place as a collegiate athlete. My strength, balance, and skills were at their peak, and them to a new skill set. I’m proud to say the TRF I can’t deny that a lot of my confidence came from has given out over $5.5 million to help fund spinal cord research and provide adaptive equipment these physical abilities. grants so other spinal cord injured survivors can Less than a year later, I rolled up to the same dorm live more productive lives. at BU I had walked into ten months earlier. This Receiving the Christopher Reeve Spirit of Courage time there was no hockey bag on my shoulder, no Award this past November was wonderful recognihop in my step, and certainly no confidence to tion for not only my work, but, more importantly, engage my peers or society at large. Inside, I knew the same Travis Roy was still there, but the physical for the time, energy, and financial generosity of so many that have supported the Travis Roy attributes I had relied on were gone. How was I Foundation, including many Seawolves. I’ve going to engage with the world when many of my learned much since those early days following perceived strengths had been stripped from me? my injury. I now recognize that as much of me that was taken away, at my core, Travis Roy has It is ironic that at what I perceived to be the worst remained unchanged. My soul, my values, my of times, when I was laying in bed on a ventilator positive energy and outlook have carried me through and unable to even turn my head, pieces were fallthe worst and the best of times, a message I share ing in place for me to realize how fortunate I still in my presentations as a motivational speaker. was. I had tremendous insurance, donations were coming in to help fill in the cracks and provide my So, yes, my ambitions and plans had to change, but life with financial stability, and, most importantly, my family and friends did everything they could to today I am living a life full of purpose rather than one of passion for the game of hockey. So many of put a smile on my face and to let me know they would be there for the long haul. Before I even left you who are reading this article provided me with the hospital, I knew I had to find a way to give back. the strength, courage, and hope to not only endure these past nineteen years, but to find purpose, passion, and happiness in the pursuit of helping others. My family and I didn’t know what we were doing I cannot thank you enough for helping me to leave when we started the Travis Roy Foundation, but my mark. we’ve come a long way. I’ve used the values that made me successful before my injury and applied 23
MAKING AN IMPACT
’O1
L i n d s a y Wor r ell White
D iversity is about every single member of an institu tion, and emphasizing the importance of each person’s story .
adam richins
Ever since my senior chapel talk at Tabor about diversity, inclusion, and embracing one another’s differences, my passion for diversity has only gained momentum. Today, I proudly serve as the Director of Multicultural Affairs and Community Outreach and 9th Grade Dean at Dana Hall School. A common perception is that diversity is solely about race, and if you are white, it is about the “other.” This couldn’t be further from the truth. Diversity is about every single member of an institution, and emphasizing the importance of each person’s story. A multitude of perspectives and life experiences enriches the community and each student’s education, empowering empathetic and global thinkers. In my role, I have had the opportunity to lead a number of different diversity initiatives, including the formation of our Community and Equity Council, comprised of the Head of School, Associate Head of School, administrators, and teaching faculty. It meets once a month to discuss topics, issues, policies, and practices around inclusion and diversity at Dana Hall. We have learned that the key to success is having true investment from the administration and Head of School, which we are fortunate to have at Dana Hall. Diversity and multiculturalism needs to be a priority in all of our schools. The work and these conversations are hard, complex, uncomfortable, and multi-faceted. Diversity work is not one person’s job in a school. It is not “checking it off” by having an assembly once a year. Diversity and multiculturalism must be interwoven into every thread of the community, from the make-up of the student body and faculty, to the classroom, athletics, advisor groups, clubs, extra-curricular activities, and the dorm. An example of a current focus of our work is supporting students on financial aid with the many 24
hidden costs associated with an independent school education, such as the cost of books, computers, art supplies, travel opportunities, student activities, athletic equipment, etc. Neglecting these additional costs in aid packages detracts from a truly inclusive community and educational experience. Meeting these costs allows under-represented students to feel included, and not like a visitor in their respective communities. I have also been fortunate to work on a residential, week long leadership program for girls entering ninth grade, focusing on leadership, integrity, diversity, and service called the Girls Summer Leadership Program. I have overseen the Diversity and Service Curriculum, and have found it incredibly rewarding to be a part of respectful conversations that challenge preconceived notions and foster open-mindedness. Additionally, my colleagues and I recently had the privilege of presenting at the National Association of Independent Schools’ People of Color Conference in Washington, DC. We delivered a presentation on how to implement a two-part diversity program in an independent school. Part one of the program consists of an Identity Survey taken by each student member of the school community, followed by Affinity/Identity group work that students self-selected themselves for led by faculty members. I was proud to receive overwhelmingly positive responses from schools that went on to implement this program in their respective schools. Regardless of the “hat” I am wearing, the most rewarding part of my job is working with and supporting students. I have learned so much from them, and have witnessed so much growth and courage. I am proud to have played a role in their journey to find their voices as they become women who will make a difference in our world. They inspire me to be better.
’91
Gu s S imeon
I was nervous when I first arrived at Tabor my freshman year. Fortunately, I did have a few familiar faces from Brooklyn with me, Khalil Johnson ’91 and Craig Robinson ’91. I thought it would be so cool to go away to school—the freedom and the independence I would have. But once I was on campus in Daggett House as a Tabor student, for the first time, I felt like a minority in every sense of the word. I was unsure of what would happen or how I would be treated, but it turned out to be the best experience I could have. I truly believe my experience at Tabor shaped me into the person that I am today. I have given back to Tabor over the years because I believe in the institution, especially the strides the school continually makes to be more culturally diverse. When I attended, there was an international house on campus where students from other countries lived together. At first, I did not understand why the international students felt more comfortable together than with the rest of the students on campus. But then I recalled a time when a classmate asked me why the black kids sat together. I realized people often just gravitate toward other people with similar backgrounds and interests. Human nature, I guess, but the Tabor experience provided the opportunity to counteract human nature. For example, you may be on the football team with someone you never would have interacted with, but during the season you were teammates. You practiced together, ate together, won together, and sulked in defeat together. Each year brought a new set of classmates and teammates to bond with.
Campu s living itself fosters relationships that can last a lifetime .
We were still young and impressionable, but we still had the ability to change our ways of thinking. In my opinion, that is the best part of encouraging diversity. Once in a lifetime cultural experiences that are hard to come by for most people can be experienced at Tabor through African dance, a Greek themed dinner, or even sailing on the Tabor Boy to a different country. When I went to college, there was a diverse campus that had a lot of groups to join, but I felt the connections differently because of my experiences at Tabor. I often wonder how different my college experience would have been if I had just been a kid from Brooklyn and not one that came via a boarding school in Marion, MA. Would I have been as cool with my college roommate from Michigan or would I have just sought out someone from New York City whom I felt was more like me?
As a current business owner, I have to interact on a daily basis with people from different backgrounds. The Tabor experience provided me with the essenCampus living itself fosters relationships that can tial tools to understand diversity and incorporate last a lifetime. The roommate that once drove you my understanding of cultural differences into both crazy may be someone that you are still great my professional and daily life. I know others who friends with today. At young ages, we were exposed attended Tabor who feel the same way, and those to different cultures, races, and issues that most shared feelings are ultimately what bind us across people won’t ever deal with in their entire lives. our differences. 25
Above: Christian Michael Gibbs ’92, Khalil Johnson ’91 and Augustin Simeon ’91
nicole schneeberger ’15
the arts
hairspray!
26
caroline bracken ’16
nicole schneeberger ’15
CAILYN garber ’17
Hairspray , our winter musical celebrating the debut of the marginalized, was a singing and dancing extravaganza: a total blockbuster!
secret in the wings
O u r D rama E x change by Duhita Das ’17 For a week of our spring break, twelve students and I participated in the 20th Tabor/Ellesmere College Drama Exchange in England. We performed “Secret in the Wings,” a compilation of the lesser-known Kayla aimone ’17
Grimm’s fairytales, with original choreography by Samantha Chan ’15. Our trip began with two days in beautiful Dublin, Ireland, a spectacular start to one of the most After recovering from jet lag and some sightseeing around town, we performed at the Sanford Park School, the alma mater of our director, Mr. Van Voris. After arriving at Ellesmere, we rehearsed for our remaining three shows, quickly incorporating an Ellesmere student into our cast to replace someone who was unable to make the trip. Apart from the challenges of performing, the cast spent time learning the strictures of a traditional English boarding school, complete with fish and chips, and getting an education in British slang and culture. We created unforgettable friendships and look forward to returning the hospitality of our Ellesmere friends when they join us later this spring to live and perform at Tabor!
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all photos tanya tantasathien ’15
tanya tantasathien ’15
memorable theatrical experiences for our cast.
So often good fortune smiles on Seawolf Nation because of the quality of the young men and women we are lucky enough to work with each day. While there are many talented student-athletes here on campus, it is the attitude and commitment to excellence these young people bring to their sport that elevate their teams, teammates, and our community. Here are just four of many student-athletes who make us proud. —Dick Muther, Director of Athletics
P .J. P oulin ’1 5 – C oach Kenny A ckerman
Fall Sports R ecords GV Soccer: 12-4-1 Class B Quarterfinalists BV Soccer: 5-7-6 GV Cross Country: 33-2 2nd at NEPSTA DII Championships; 4 runners All New-England (2, 10, 12, 16 finishes); All-Star (All-New England) Meet Finishes (5, 23, 27). BV Cross Country: 28-9 All-Star (All-New England) Meet Finish (7) Football: 5-3 Field Hockey: 12-3-1 Class A Semifinalists
The most impressive thing about Peter “P.J.” Poulin Jr. is that you could spend a good deal of time with him and never realize he was one of the top baseball prospects in the Northeast. P.J. came to the Tabor campus in the fall of 2012 as a sophomore, and from the beginning he brought a humility and work ethic to the classroom and the baseball field that quickly established him as a natural leader. The team is better not only for his arm and fielding, which are game changing, but also for his humility, good nature and fundamental respect for the sport and Tabor. These qualities were never more evident than during his junior year when he calmly led his team to the school’s first-ever Central New England Private School Baseball League (C.N.E.P.S.B.L.) title. P.J. threw a 70-pitch, complete-game no-hitter in the semifinal game vs. Phillips Andover Academy. Just hours later, he pitched three shutout innings of the championship game against Cushing Academy. He also scored the winning run in an amazing, walk-off, five-run comeback in that game. P.J. is headed to the University of Connecticut next year to play baseball. We are lucky to have him lead our team one more time this spring. 28
Karen Morahan ’16
Nicole Schneeberger ’15
SPORTS NEWS
Samantha D avis ’15 – Coach Eric L ong
As the girls’ ice hockey coach I feel privileged to work with extraordinary student athletes every year. Their commitment to academics, our Tabor community, and the team is remarkable. Nothing makes me more proud than to see these players set and accomplish their goals—both on and off the ice. This year, Samantha Davis has reached an extraordinary goal. Sammy was chosen and recently represented the United States in the U18 World Ice Hockey Championships. Prior to the start of the tournament, the U.S. coaching staff named Sammy the assistant captain of her team! As a result of Sammy’s hard work and devotion to her sport, she was a contributing member of the United States gold medal winning team. At Tabor, Sammy will finish up with a 130+ point career as a four-year starter for the Seawolves. As our captain, she recorded 27 goals and 25 assists for 52 points in nineteen games this season. Sammy’s on ice prowess has earned her a roster spot at perennial ice hockey powerhouse Boston University. As her coach I am beyond proud of her accomplishments as a hockey player, though I am equally proud as her advisor. Sammy is kind, humble, and a leader by example. Her diligence in the classroom mirrors her commitment on the ice. Sammy embodies the finest qualities we hope our young people take away from competing in athletics: an unwavering work ethic, doggedly applied in the pursuit of excellence while working well with others. All of us in Seawolf Nation congratulate Sammy on her performance in the World Championships and wish her the best of luck in her pursuit of a spot on the U.S. Women’s Olympic team.
Alix Bersani ’15
Abi Taber ’15
Binjo E mman u el ’1 6 – C oach Ian P atrick ’8 4
Ju lia O’Rou rke ‘15 – Coach Kelli McSweeny
Binjo Emmanuel stepped foot on the Tabor campus for the first time in early September, travelling to the States from his home in Lagos, Nigeria. While new to many of our customs, Binjo settled into the Tabor community quickly partially because he spoke one of our languages; that of the “beautiful game.” Allowing his feet to do the talking, Binjo quickly became one of the mainstays for the Boys’ Varsity Soccer team.
No other athlete in the history of the program has enjoyed the success that Julia O’Rourke has achieved during her four years on the Tabor Girls’ Cross Country Team. Since she arrived in the fall of 2011, Julia has been the team’s top runner, relinquishing her #1 spot only once due to illness. Over the course of her four-year career, against opponents from all divisions, she has amassed an impressive regular season record of 29 top-three finishes in 30 races, with 17 overall wins.
While his tremendous skill on the pitch is combined with excellent speed and athleticism, it is the air of confidence and calmness that Binjo projects that has the greatest impact on those around him. One can only watch in awe as Binjo defends with intelligence, toughness, and skill. He is dominant in the air, and his tremendous speed allows his teammates to push forward knowing that his speed can put out fires in the back if a counter-attack occurs. His technical ability can change the pace of a game and bring calmness and order where there can sometimes be chaos and confusion. The passion for which Binjo plays the game, the humbleness with which he carries himself, and the positive demeanor and good humor he brings to the field on a daily basis is contagious with all of his teammates. Additionally, Binjo brings that same spirit to his classes, his dormitory, and the Tabor community. We are lucky to have such a fine young man join our pod of Seawolves.
This fall, as a senior and second-year co-captain, Julia led her team to its best record ever on her way to her best season ever. She began the fall by setting a new school record at the Tabor Invitational, and one week later set a new course record with her win at Middlesex School. She was the overall winner by almost 45 seconds at this year’s Richard Miller Invitational at Westminster at the end of September, and then in mid-October set another new school record on her home course at Washburn Park. At her fourth and final New England DII Championship meet, Julia finished 2nd overall in the fastest time of her Tabor career, leading her team to its 2nd place finish, the best in the program’s history.
WIN TER Sports Records Wrestling: 20-1 2nd at Class A’s and 4th at New England’s Boys’ Squash: 4-10 Girls’ Squash: 1-9 Boys’ Hockey: 14-11-4 Girls’ Hockey: 18-5-1 Quarterfinalists in NEPSAC Division 1 New England Tournament Boys’ Basketball: 18-7-0 Semifinalists in NEPSAC Class A New England Tournament Girls’ Basketball: 22-3-0 Finalists in NEPSAC Class A New England Tournament
For the past four years, Julia has inspired her teammates with her strong work ethic, her competitive spirit, and her unfailing devotion to her team. She will take these admirable qualities and her considerable talent to Bowdoin College, where she will surely continue to excel. 29
Tabor’s Legacy of Peace
After the end of World War I in 1918, with Camp Cleveland reorganized toward more civilian activities, Lillard focused his pedagogy on promoting peace. Through the organization of multi-faceted foreign study and exchange programs, he sought to create a generation of young men instilled with a deep understanding and appreciation of cultures and peoples other than their own. by Wes Chaput, History Faculty
On a plaque in the atrium of the Wickenden Chapel are the names of twenty-three Tabor alumni who gave their lives in World War II. May 8, 2015, marks the seventieth anniversary of Victory in Europe and September 2nd, the end of the war. This anniversary is a time for the Tabor community to reflect and give thanks for the sacrifice of her young men and women who served in that great cause, but also a time to examine another less known aspect of this school’s storied history: it’s legacy of peace.
Lillard was a leader among other influential educators who believed that through knowledge, friendship, and first hand cultural experience, the recurrence of the horrors of the First World War might be prevented. To this end, beginning in 1919, he initiated several student trips to Central America and Europe. Soon after, Tabor Academy was instrumental in establishing the International School-Boy Fellowship Program (ISF), a preparatory school student exchange, during the interwar period.
Walter H. “Cappy” Lillard arrived as the fifth headmaster of Tabor Academy in 1916 with a bold plan to restructure the school and center the campus on the waterfront. The United States entrance into World War I interrupted his progress and called him to duty the following summer. Before he left, Lillard began a summer program called Camp Cleveland. As part of the Junior Naval Reserves, it trained teenage boys from across the country too young to enlist for WWI. The cadets wore nautical uniforms, learned semaphore and military tactics, and were instilled with a sense of patriotic duty. Thus began the school’s military and nautical traditions.
The official start of the ISF at Tabor was in 1927 when Lillard invited two German students to attend the school’s summer session. The boys, Wolfgang Curtius and Fritz Bail, hailed from Berlin (son’s of high-ranking German officials) and became the first of many foreign students to experience life at Tabor Academy. Wolfgang and Fritz attended classes and spent the summer immersed in the maritime traditions of the school. They studied French and English, wore the nautical school uniform, and learned to sail. On weekends they sailed the Tabor Boy to Martha’s Vineyard and learned to dance to American folk and country music. In an effort to broaden their experience, Lillard took the
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boys to New Hampshire while Mr. Roderick Bebee took them to Boston to study American history and learn the finer points of baseball. They enjoyed trips to Niagara Falls, Washington, DC, Philadelphia, and New York, where they watched Babe Ruth and attended a performance by the “the king of Jazz” Paul Whiteman. Wolfgang proudly bore home the All-A-Taut-O Cup, which he had won while sailing on Sippican Harbor; sadly the cup did not survive the war Captain Lillard was hoping to prevent.
Japan. Well-written student editorials posed hard questions seeking to understand the increasingly unsettled situation in Europe and how to prevent it deteriorating into another war. The quality of the writing and depth of analysis is impressive and speaks to the global awareness and knowledge of at least a portion of the student body at that time. Undoubtedly, Tabor’s exchange program played a large role in stimulating student interest in global affairs.
• Headmaster Lillard in WWI uniform • Camp Cleveland 1917 - Semaphore class • WWII Memorial Plaque now in Chapel • Tabor Log 1936 Exchange Group •
In the years after 1927, Tabor’s role in the ISF expanded, sending students to France, Great Britain, and Germany. In 1930, eighteen American preparatory schools, including Tabor, Andover, and Kent, exchanged students with two schools in Berlin, ten English schools, and twelve French schools. While it is important to not exaggerate Tabor’s role in these programs, it is remarkable that a school rescued from the brink of collapse nearly ten years earlier was actively promoting peace on the global stage. As the political mood darkened in Europe, Tabor continued its efforts to bring foreign boys to campus and to send Tabor students abroad.
In September of that year, Europe again went to war and the ISF exchanges were discontinued. Tabor Academy, led by Lillard, again answered our country’s call. In the name of “military preparedness,” formal drill was added to the school curriculum in 1940 and continued into the 1970s. The school was awarded status as a Naval Honor School in 1941, a distinction the school proudly holds to this day. In the end, large numbers of the Tabor community enlisted in the fight to stop the spread of Nazi Germany and Imperial Japan, including the twenty-three men who made the ultimate sacrifice.
Wolfgang Curtius on Tabor Boy 1927 • The schoolboys and headmasters of the International Schoolboy Fellowship outside the École du Montcel in summer 1928. Walter H. Lillard is pictured center in a bow tie. • Camp Cleveland 1918 - cutter drill in boat loaned by the US Navy
This article is the result of collaboration between Wes Chaput
The Tabor Log during this period is filled with detailed reports of these Tabor student trips, including a 1934 account of two Tabor students travelling around Germany who fell in with a young member of the SS (reportedly one of Hitler’s bodyguards). Having no place to stay one evening, the three boys spent the night holed up together in a local jail. Other articles detail lectures given by faculty and visiting speakers on the political and economic changes underway in Germany and
Twice Tabor Academy has answered her country’s call by helping prepare young men for military action overseas. In the decades between those conflicts the school was committed to preserving peace through understanding and tolerance. On the 70th anniversary of that second great struggle, it is important to recognize the sacrifice of our armed services and Tabor’s continued commitment to facilitating peace and acceptance on the global stage. 31
and Sophie Arnfield, Archivist, on a new history unit about Tabor and WWII utilizing primary documents from our archives.
COMMUNITY NEWS
Over
4,167,641cubic feet…of Snow!
Record amounts of snow challenged the sunniest dispositions around campus this winter! Round after snowy round of winter storms, Plant Ops gave new meaning to the saying “safe and sound” this winter.
Our math students calculated from those numbers that in excess of 4,167,641 cubic feet of snow was moved in total this winter by February 28. To put that in some perspective, according to the math students, that much snow would easily fill a swimMaintenance Supervisor, Ed Jackson, and his team ming pool that is two football fields long, two footcheerfully worked, in some cases twenty-four hours ball fields wide and eleven feet deep. Further a day, over four weeks straight, to keep us open, calculations revealed that the snow removed slip safe and without major incident. weighed 31,257 tons (62,514,615 lbs.), or 4,000 more tons of weight than the Statue of Liberty, For fun, Don Wing, Director of Plant Ops, did including the statue’s concrete base (27,225 tons). some calculations with the help of Nate Meleo’s ’95 Or for a school by the sea reference, the snow math class about how much area had to be cleared, removed was roughly equal to the weight of 156 over and over and over again, with each snowfall: blue whales (the largest animal on Earth)! THANK Y O U P L A N T O P S F OR KEEPI NG U S A L L - A - T A U T - O! Plant Ops Hero’s: Derek Arruda Bill Belmore Ray Bourque Casey Connor Allen Denham Steve Dixon Sam Heavey ’08 Harry Fielding Richard Fielding Rodney Fielding Steve Fielding Ken Fonseca Ed Jackson Ken Roussel Scott Leaver Luke McGraw Roy McGraw Douglas Nye
173,910 square feet (3.99 acres) of driveways
191,871 square feet (4.40 acres) of parking areas
134,336 square feet (3.08 acres) of walkways
This equates to a total of 500,117 square feet, or 11.48 acres, roughly equivalent to 16% of the total campus acreage. For you sports fans, that is about 71/2 full-size soccer fields! For our runners, the walkways alone, at an average of 6’ wide, equate to 4.24 miles in linear feet. In addition, there are 155 entrances, emergency exits, entry steps, and terraces that have had to be hand-shoveled and sanded every storm. 32
That is enough, right! But no, there’s more: this winter we also had to contend with a considerable number of flat roof areas that had to be handshoveled to keep the roofs safely above our heads! Those not shoveling spent their time repairing and driving tractors, plows, and sanding equipment almost around the clock. Though our staff is small, they are large in heart and determination! We thank them heartily for the miracles they pulled all winter. They made it look easy. For anyone who has wielded a snow blower or a shovel, we know it is anything but!
class notes
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10s Willie Saltonstall ’14 (1)
Willie, Sam Wakeman and Katie Sudduth enjoyed reconnecting with Connor West ’15 during Marion’s Christmas Stroll. The four are childhood friends having grown up in Marion together. Willie attends Trinity College in Hartford. Sam is at UMASS Amherst, and Katie is enjoying the good life and sun out at U Denver. Sean Murphy ’12
Sean Murphy was featured in the Boston Globe last fall for the game-changing speed he is able to bring to Worcester Polytechnic Institute’s football team as a defensive back. In a game against Curry, Murphy returned an interception 95 yards, outracing two Colonels into the end zone. An exciting game to be sure! Read more about Sean’s success at: http://bit.ly/1wcS55U. Allie Cunningham ’11
This year, I have been in Tanzania studying wildlife conservation and political ecology with the School of International Training (S.I.T.). I traveled around northeastern Tanzania learning about cultures, politics, wildlife, conservation methods, globalization, and more. I was also lucky enough to have two home stays: one with a family in a village on the slopes of Mount Meru called Bangata, the other with a Maasai family in a boma between Lake Natron and Oldani Langai. After the program ended in early December, I decided to volunteer at St. Joseph’s Orphanage in Kiseriani, Tanzania. Since my start, I have been getting to know the orphans, helping out teaching, playing football, taking pictures, making videos, working on sponsorships, painting the new latrines, gardening, washing, and whatever else is needed. It has been a great experience and I am already thinking about coming back!
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Class of 2010: 5th Reunion in June!
Class of 2005: 10th Reunion in June!
Angie Gould ’10
Kevin Elliot ’04 and
Angie, featured in our last issue of Tabor Today, shared with us that she was named First Team All American in crew and graduated from Princeton in May.
00s Stephanie Ciampa ’09
Steph Ciampa had an outstanding college career at Mercyhurst, and was drafted in August as a goalie for the Boston Blades of the CWHL. Read more here: http://bit.ly/17Iy0Zp. Sara Stone ’09
After graduating from Dartmouth College in 2013, I have been working for the Centers for Disease Control and Prevention based in Fort Collins, CO. However, in mid-December 2014, I was thrilled to be deployed to the Newark International Airport Quarantine Station to support the Ebola response. I have also applied to graduate school for the Control of Infectious Diseases to, hopefully, begin in September 2015! Kearsley Lloyd Sweeney ’06 (2)
After sailing against one another as children, Edward Sweeney III and Kearsley were reintroduced at a New Year’s party in 2011. The bride and groom were married at the Lloyd’s family home in Rhode Island on October 4th. They were thrilled to have friends and Tabor grads William Moger and Ambrose Gosling there to celebrate. The couple now lives in Bermuda where Edward works in the Reinsurance Industry and Kearsley is a Graphic Designer. Youna Whang ’06 (3)
Youna was married this summer with many alumni in attendance. Katherine Kung was in attendance and provided us with this photo.
Stacey Corwin Elliot ’05 (4)
Kevin and Stacey were married July 11, 2014, at Wychmere Beach Club in Harwich Port, MA. The couple began their relationship at Tabor, and were thrilled to have some of their closest Tabor friends in their wedding party and to celebrate with many more. Pictured starting top left: Jason Polcaro (Groomsmen), Matt Lee, Peter Betti, James Spalt, Bill Cornish (co-Best Man), Steve Curtis, Brian Wright, Emily Chandler. Middle row left: Molly Malone, Garrett Curran (co-Best Man), Christine Dunkley Dailey (Bridesmaid), Vanessa Phifer, Donna Pola Campbell (Bridesmaid). Bottom row left: Kevin Elliot and Stacey Corwin Elliot. (4) Kelly Parks Norman ’05 (5)
On August 30th, Roderick Norman and I got married at the New England Aquarium in Boston! We met at Seacamp in Florida six years ago and we now live in Florida. I am a marine biologist with University of Florida Fisheries Department, and Rod is a camp director for the YMCA. Emily Renneberge ’05
Emily and Scott Michael Elliott, of Westlake, Ohio, were married on June 28, 2014, at St. Andrew’s Episcopal Church in Wellesley, MA.
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Lindsey Weiss ’05 (6)
On November 23rd, my fiancé Michael Charlton and I opened Stitches & Littles Children’s Boutique in Alton, IL. Our daughter, Karli, inspired us to bring to our community quality boutique clothing for kids newborn-10. Our store offers a more natural approach to parenting through baby carriers, cloth diapers, essential oils, and other wonderful natural solutions. Check us out on Facebook. Anne Richmond ’04
My web cast project, This Is Art, is now being featured on BroadwayWorld.com. After three years of trying to get this show made, edited, scored, and on the
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class notes
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right platform for our audience demographic, we have finally found the perfect fit! We premiered on January 13th on their comedy page with subsequent episodes from season one coming out every two weeks. The best part of this deal is that because the episodes stay on our channel, 100% of the ad revenue will go back to us and towards developing Season 2. Premiering on their site will grow our audience beyond our own social media networks and get our story in front of those we might not have reached otherwise. Click here to link to the trailer: http://bit.ly/1JySXYh. Maggie Wessling ’04
Maggie graduated last spring from The Institute of Fine Arts at NYU with a double masters in Art History and Art Conservation. This four-year program is affiliated with the Metropolitan Museum of Art.
90s Christopher Crowley ’99 (1)
Chris married Kate Richardson at the Oz Ranch located in Point Arenas, CA, on June 21, 2014. Tabor alumni in attendance were Steven Crowley ’66, (Chris’ father), Thomas Callahan, Colin Gallison, Nick Stephens ’98 and Nick Ewenson. Chris and Kate now live in Oakland, CA. Caitlyn O’Keefe ’99
I recently joined VirginPulse, a late-stage start up company focused on employee engagement through health and wellness programs. I love it! Balancing healthy activity with daily life schedules is something I carry with me from my days at Tabor. I am proud to say I recently accomplished running my first marathon this past October. I look forward to getting back to campus soon.
Send your NOTES to Alumni@taboracademy.org
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Tom Baird ’96 (2)
Secret City Records. They have been busy touring with The War on Drugs, being interviewed on NPR’s Weekend Edition and CBS Saturday Morning TV. You can find the album on iTunes. Enjoy!
As many of you know, our classmate Jamie Schou ’96 passed away in July 2014 after a two-year battle with synovial sarcoma—a rare form of soft tissue cancer. Jamie was a larger than life personality who left a lasting impression with all the people whose lives he touched. He battled cancer bravely while creating a legacy for young adult cancer survivors through the Send It Foundation. The mission of this non-profit foundation is to inspire positivity, courage, and gratitude in young adult cancer fighters through the gift of outdoor adventure and community. I hope you will learn more about the legacy Jamie left behind at www.senditfoundation.org. Class of 1995: 20th Reunion in June! Travis Roy ’95 (3)
The Christopher Reeve Foundation at their Magical Evening Gala in New York honored Travis in November. The foundation awarded Travis with the Spirit of Courage Award for his excellent work with the Travis Roy Foundation. Travis has not wasted a moment since his injury, endured during his first collegiate hockey game in October 1995, to try to help others. Travis’s work through the Travis Roy Foundation has brought hope and courage to many people suffering from spinal chord injuries, providing them with equipment and support to make their lives just a bit easier. Tabor is proud of Travis’s commitment to service, for his motivational messages to so many people reminding us to seize the opportunities we have and to face our challenges, whether those challenges were chosen, or they chose us. Travis is a beacon of courage and conviction and we are proud he is a Seawolf! Brad Barr ’93 and Andrew Barr ’95 (4)
Brad ’93 and Andrew ’95 continue to make music! The Barr Brothers’ latest album, the intense and expansive “Sleeping Operator,” came out in October on
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Andy Horton ’94
Andy was featured on the Sail1Design website for his professional sailing career. He sailed at Tabor, and then at Hobart where he was a three time All-American. After college, he began an Olympic campaign in the Soling class and at age thirty he joined the Italian America’s Cup team, Luna Rossa. He was most recently enjoying the Moth Worlds, the latest evolution of a career he loves. Enjoy the full article at http://bit.ly/1Aisnwi Emily Soden Auerswald ’93
The Auerswald clan has moved from Annapolis, MD, where we lived for eight years, to Greenwich, CT. My husband Bill, (Faculty 1998-2002), is now CFO at Greenwich Country Day School, and I am along for the ride! Cate (7) and Cooper (5) are enjoying life here, and are happy to be closer to Marion. We’d love to hear from other folks in the area! Class of 1990: 25th Reunion in June! Tyler Amon ’90
Tyler Amon has worked for the EPA’s Office of Criminal Enforcement for twenty years, most recently in their Seattle office. He has come home to assume the role of Special Agent-inCharge of the EPA’s office in Boston. He will supervise all environmental crimes investigations throughout Connecticut, Maine, Massachusetts, New Hampshire, Rhode Island and Vermont. Read his story here: http://bit.ly/1AxEsN6 Robin Arms Shields ’90
Living in Marion and working as the Executive Director at Sippican Lands Trust in town. I am looking forward to our 25th Class Reunion this summer. I hope I will see lots of my classmates there!
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80s Lise Schickel Goddard ’88 (5)
Lise, an educator at Midland School in CA, has published an article in Independent School Magazine entitled “Putting the ’I’ in Science” and presented her work in science education at the National Association of Independent Schools Conference in Boston in February. You can read Lise’s engaging article in Independent School Magazine here: http://bit.ly/1w2kvLG Adrienne Whitaker Luce ’88
Adrienne is the Director of Corporate Social Responsibility & President at the HMC Designing Futures Foundation for HMC Architects. She was selected as a 2014 Arizona State University Barrett Honors College Distinguished Alumni. The award salutes the professional, research, and community service achievements of ASU honors alumni. The ASU website celebrates Adrienne saying, “For more than twenty years as a nonprofit leader, Luce has worked to advance initiatives that promote creativity and innovation while expanding opportunities for underserved students.” Read the full citation here: http://bit. ly/1pqX1Qa. David DeFilippo ’84 (6)
David DeFilippo, chief learning officer at BNY Mellon, received a Learning In Practice Award from Chief Learning Officer magazine. DeFilippo was awarded the Silver Trailblazer Award for accomplishments in transforming the organization’s workforce development initiatives. Per the magazine, winners were recognized as those who “champion innovation and transform it into value for their organizations.” Will Saltonstall ’82 (7)
Will was interviewed in the The Boston Globe South edition this winter about his company, started by his father, Saltonstall Architects. Will shared comments about the firm’s transition, the evolution of
Remembering
Thomas B. Graboys ’ 62 tr u stee emerit u s
Tom Graboys ’62, a trustee from (5)
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architecture due to technology, how he fared during the great recession, and the kinds of projects he has worked on, including Tabor’s Fish Center for Health and Athletics. Read the full story in The Boston Globe: http://bit.ly/1zYlj3l. Clark Gee ’80 (8)
Clark, owner of iBoatTrack and the Chief Information Officer at Marion-based Horizon Marine, has partnered with Tabor by providing the expertise and the GPS tracking technology for a project in conjunction with David Bill’s Theoretical Ship and Boat Design class. He joined us at school to discuss a class project to design two drifters (manmade floating devices that transmit GPS positions) to be deployed in May to collect data for our marine science programs. We are glad for Clark’s involvement in this hands-on project.
70s Jack Smith ’76 (9)
Jack’s 1933 Packard 1005 Twelve Coupe won 2nd place in the American Classic Closed Car Division at Pebble Beach Concours D’Elegance in August! Beauty! Class of 1975: 40th Reunion in June! Walter Martin ’75
All is well in Lincoln, MA. I would be happy to reconnect with any of my “old” classmates.
60s Timothy Dyer ’67 (10)
Tim celebrated the 50th anniversary of Hockey Unlimited in the Travis Roy Arena at Tabor in December. This Marion based youth hockey program brings parents and kids together to encourage a great sport and to enjoy some winter fun. Tim has been the head coach and managing director for 44 years, and many of his players have gone on to play for the Seawolves! Tim says he is eager to
1994 to 2006, and serving as trustee
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emeritus ever since, passed away in
continue leading this group until his body tells him otherwise!
January from complications of Lewy
Ron Fink ’63
Tom was a brilliant cardiologist,
The USO of Illinois presented Ron Fink with a certificate of appreciation for his five years of service to the organization. The USO provides service to veterans and members of the armed services and their dependents, helping in any way they can to make their lives a little easier and brighter.
knowing from a very young age that
He was thrilled that North Shore University Health System hired his daughter, Leslie Herman MD, now practicing psychiatry at Highland Park Hospital. Leslie relocated back to Illinois (from NY) and now lives close to Ron with her young family. Ron is enjoying seeing his daughter and grandchildren more regularly.
Body Dementia.
this was his calling. As a clinical professor at Brigham and Women’s Hospital in Boston and Harvard
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Medical School and president emeritus of the Lown Cardiovascular Research Foundation, he became famous in Boston when he helped to diagnose the ultimately fatal heart defect of one of the Boston Celtics’ star players, Reggie Lewis. When he wasn’t practicing medicine, or helping others navigate the system, he enjoyed music (he played the drums!), skiing, tennis, and most of all his
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family. He was an active and influential trustee until illness prevented his attendance.
Ted Kakas ’60 (11)
Ted was presented with the John Carlin Award at the US Rowing Convention in Jacksonville, FL, in December. The award is given to honor an individual who has made significant and outstanding commitments to the sport of rowing. Ted was also named a Letter Winner of Distinction at Syracuse University in 2010, and was inducted into their Rowing Hall of Fame last spring. No wonder, since he has won 61 gold medals at the FISA World Masters Regatta through the years!
“Life in the Balance: A Physician’s Memoir of Life, Love, and Loss With Parkinson’s Disease and Dementia,” an autobiography published in 2008, was an effort to continue to contribute to society and the medical profesion he loved. Sharing his experiences with this disease and being frank about the many frustrations he faced was a great help to
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many readers afflicted with Parkinson’s. Jack Braitmayer ’48, a fellow trustee, said “For the time he was on the Board, Tom’s comments and contri-
Ted has always been a loyal supporter and advocate for Tabor crew and we congratulate him on his recognition and success!
butions we’re of the highest order. He will always be remembered as a wonderful, thoughtful, caring gentleman—a superior Board
50s
member.” Tom was a contributor. He loved Tabor, he loved people, and his life
Klee Dobra ’57
After thirty-five years in commercial broadcast management, followed by fifteen years of entrepreneurial e-commerce, I have finally retired. Our company web site remains open for a brief period, primarily to sell the two
was in service to us all. Listen to Dr. Graboy’s speak with NPR before his passing: http://bit.ly/1Cq3eAT
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share yo u r news on ou r TA A lu mni Facebook page or on www.taboracademy. org/classnotes (2)
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books I’ve published, but we no longer sell any merchandise. My wife of fifty-two years, Anne, and I have moved from Williamsburg, VA, to Hatfield, PA, to be closer to family and our roots. We are looking forward to life back in the cold country and the proximity to things we enjoy. Greetings to Tabor, and my classmates! Robert Ellis ’54 (1)
I n M emoriam The Alumni Office has recently received news that the alumni listed below have died. The Tabor community extends condolences to the family and friends of those listed.
Russell Field ’36 Orville Forte Jr. ’36 John B. Moore ’36 George J. Dexter ’41 Robert Spear ’42 John Nettel ’46 Charles Flood ’47 Stephen Greenberger ’47 Paul Tortolani ’47 Robert J. Flood Jr. ’50 William J. Maddox ’50 Peter Kilborn ’51 Bruce McCluskey ’51 Robert B. Roubaud ’51 James Baldwin Jr. ’52 Anthony S. Horton ’52 Jonathan F. Swain ’52 William D. Hawes ’54 Dennis Wong ’55 Peter C. Haskell ’57 Thomas B. Graboys ’62 Harry M. Carlson ’67 William Boatwright ’69 James H. Fifield ’70 Jonathan W. Mott ’77 Armand Micune-Santos ’77 Thomas Carr ’78 Thomas Finn ’85 Francis Kernan, Former Trustee Richard B. Young, Former Trustee
Robert delivered the keynote address at Marion’s Veterans Day ceremony this year. Having grown up in Marion, attending Sippican School and Tabor Academy, he asked the crowd assembled if we knew how lucky we were to live here. He shared memories of growing up in town, the impact his father had on Marion as a Selectman, and remembered the thirty-eight years he spent in the Navy. He said he wished he could go back as it was “the best thing that ever happened to me.” He ended with asking us all to sing “God Bless America.” It was moving for the townspeople to have one of their own be part of the festivities. Captain Ellis, highly decorated, earned a bronze star with a combat V for his service in Vietnam. Robert B. Roubaud ’51
Robert died of service connected ALS on September 26, 2014 at the Tampa VA Hospital, FL. He served in the NH Air National Guard. He was buried in Mt. Auburn Cemetery, Cambridge, MA. His family wrote to share that Tabor was one of the most influential experiences of his life. Nelson White ’51 (2)
Nelson White, an internationally renowned painter, participated in a lecture series, “Inside My Studio: The Artist Revealed,” hosted by the Alumni Association of Lyme Academy College of Fine Arts of the University of New Haven in November. According to the press release for this event, White’s studies after Tabor eventually led him to Florence, Italy, where he became an apprentice to the
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world-renowned Florentine painter Pietro Annigoni and studied with the acclaimed Italian teacher Nerina Simi. Collections of White’s work are held by many organizations, including the Wadsworth Athenaeum in Hartford, CT, the New Britain Museum of American Art, the Florence Griswold Museum and Pfizer, Inc. He has exhibited his work both nationally and internationally, and received the Biennale Internazionale Career Award in 2003. Nelson divides his time between the U.S. and Florence.
3 John Quirk and Jay Stroud flank HEADS SPOTTED!
Phil Peck, Head of Holderness School, at Holderness Day 2014
40s Lew Lipsett ’47
In mid-February, I attended the meetings of the American Association for the Advancement of Science (AAAS) in San Jose, CA, as an elected member of its Council. Representing the Psychology Section of AAAS, I was there to promote the teaching of behavior science in the precollege years (even in elementary school), as I have done in lecturing occasionally at Tabor. Now almost two decades into retirement, I am still at work, as an emeritus professor in my office at Brown University, on infant behavior, crib death, and developmental risks and resilience. My wife of sixty-three years, Edna Duchin Lipsitt, and I, escape to our cottage in Marion each summer. This past summer, one of my brothers and I had a great day on Tabor Boy. I was never on the Tabor Boy until I was a seasoned graduate. (The film is great by the way.) All best wishes to you and Tabor colleagues.
Summer Program Co-ed, Ages 6-17 Counselor in Training Program Activities and Optional Enrichment Courses
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1, 3 or 6 Week Residential or 2-6 Week Day Late June to early August Email summer@taboracademy.org TEL 508-291-8342 FAX 508-291-8392
Tr ustees 2 0 1 4 - 2 0 1 5
Chair
Mr. Carmine A. Martignetti ’71 Officers
Mr. David A. Barrett ’70 Treasurer Mr. Paul J. Murphy ’75 Vice-Chair, Secretary Trustees
Mr. Clement C. Benenson ’00 Mr. Keith N. Browning ’79, P ’06 ’10 ’11 Chair 2006-2014 Mrs. Elizabeth Welsh Eyler ’87, P ’15 ’17 Mrs. Joanne M. Fallon P ’08 Mr. Anthony G. Featherston IV ’80 Mr. Peter T. Francis P ’14 ’16 Mrs. Kristiane C. Graham P ’16 Mrs. Susan S. Grosart P ’00 ’03 Mr. Angus H. Leary ’95 Mrs. Jennifer C. Noering McIntire ’84, P ’16
Why I Contribute
Robert B. Cowan ’65
Mr. William L. Phelps ’74 Mr. John H. Quirk (ex-officio) Mr. Travis Roy ’95 Mr. Garrard K. Schaefer ’72 Mr. Phillips G. Smith ’65 Mr. James A. Tomlinson ’83 Mr. David A. Wallace ’85 Mr. Sumner J. Waring III ’87 Mr. Louis S. Wolfe ’68 Mr. Geoffrey H. Worrell P ’01 ’03 ’10 Trustee Emeriti
Mr. R. William Blasdale ’61, P ’85 ’90 Chair 1991-2006 Mrs. Deborah C. Clark P ’95 ’97 Mr. John F. Fish ’78, P ’15 Mr. Albert Fried, Jr. ’48 Mr. William T. Hurley, III ’57, P ’91 ’97 Mr. Edward P. Jaeger P ’94 Mr. Lee Pokoik ’63 Mr. John F. Swope ’56, P ’88
No doubt for many Tabor graduates like me, my initial choice to contribute had its roots in fond memories of friends, sports teams, and influential teachers, to name a few. Even so, the true impact and reach of those four formative years has taken the span of decades to reveal itself. My Tabor experience reshaped me in body, mind, and spirit in ways that became the foundation of major life decisions in the turbulent latter half of the Sixties, throughout my career in education, as a parent, and now in retirement. I am indeed grateful to those who created the Tabor that influenced my world view, developed my leadership ability, and strengthened my judgment and confidence. In the fifty years since graduation, I—and no doubt my classmates too—have watched with admiration as the School by the Sea has evolved and adapted to serve students in this new complex era. As it was in our day, the school’s role is crucial for them and for our society. So may it ever be. I believe that Tabor today prepares students even more fully for the important decisions and roles the students will assume upon graduation. Because the issues and challenges that inevitably face graduates are crucial and profound, I will contribute to the Tabor of today and beyond. In fact, I have recently included Tabor in my estate plans by establishing a specific bequest. I encourage everyone in the Tabor community to reflect upon the value of a Tabor education and how one’s personal legacy should be preserved in the future. T o discu ss the variou s benefits of a planned gift, please contact :
Bob Thompson, Director of Planned Giving, Office of Advancement 508-291-8576 or rthompson@taboracademy.org
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Parents of Alumni:
If this magazine is addressed to a son or daughter who no longer maintains a permanent address with you, please e-mail us at alumni@taboracademy.org with a new address. Thank you! Please recycle this magazine or pass it on to a friend
Rally your gang and enjoy a beautiful weekend at Tabor for Reunion Weekend 2015! Classes ending in
O
’s and
5
’s, plus 1994 and 1969, are
June 5-7
celebrating
this year.