Echoes
The Magazine for Alumnae, Students, Families and Friends of The Baldwin School
WINTER 2019
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n a of r e w The Po ucation d E s l r i G AllINSPIRED
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CONTENTS | WINTER 2019 COVER STORY THE POWER OF AN ALL-GIRLS EDUCATION
At Baldwin, we know the benefits of an all-girls education. We are recognized experts in how girls learn, thrive and succeed. Our skilled faculty understand not just how girls learn but also how to provide the nurturing and encouragement a girl needs to become her best self. To find out just how impactful
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Baldwin’s all-girls education is, we turned to the experts themselves — our students and alumnae.
Editor: Lisa A. Algeo
Assistant Editor: Kristin Thorkelson ’07
Contributing Writers: Liz Yusem Fuerst ’65 and Sandie Stringfellow ’94
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5 ALUMNA NEWSMAKER
Photo Credits: Katie Brogan Ozeck, Jordan Hayman Photography, Jay Gorodetzer, Legacy Photography, Melissa Kelly, Reiner Photography, Erin Roman ‘19.
6 ACADEMICS
8 ARTS
10 ATHLETICS
12 FACULTY
14 HOMECOMING
15 WHY I GIVE
21 CLASS NOTES
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Design: Veronica Utz
All photographs are identified left to right unless otherwise noted. We welcome letters regarding the contents of the magazine and/or issues pertaining to the school. Letters must be signed. The editor retains the right to edit at her discretion. Please send correspondence to: Lisa A. Algeo, Editor, Echoes The Baldwin School 701 Montgomery Ave. Bryn Mawr, PA 19010 lalgeo@baldwinschool.org For general alumnae requests or information, please contact the Office of Advancement and Alumnae Engagement: Laura Armstrong, Chief Development Officer laura.armstrong@baldwinschool.org or 610-525-2700, ext. 286
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or 131 years, Baldwin has been dedicated to educating young women and preparing them to have an impact on the wider world. We are proud to be recognized experts in how girls learn, thrive and succeed. Now more than ever, our approach to all-girls education provides girls what they need – when they are young and for the rest of their lives. Teaching girls is what Baldwin does best. We design courses and projects that help our students tear down any preconceived notions that some fields are for women and some for men. We put female scientists, authors, inventors and more front and center throughout the curriculum – and have them visit campus, too – ensuring vibrant female role models surround our girls. In big and little ways, we make sure that Baldwin students learn that any door is open to them. We also know that girls like to collaborate and share ideas as they learn. That’s why we design our courses and classrooms to maximize this critical learning style. From how our teachers arrange their rooms to how they carefully plan in-class activities, we help the girls dive headlong into robust discussion and healthy debate in a supportive and encouraging space. Baldwin girls learn the power of their voice while working as a team, preparing them for college and beyond. We encourage our Baldwin Bears to discover new ways to be their best selves. That’s why I am so pleased to share this edition of Echoes, in which our students describe what their all-girls education means to them. They explain how Baldwin has taught them to be confident, authentic and outspoken. Like my fellow alumnae, I know that learning to value and effectively use our unique voices is one of the greatest rewards of a Baldwin education. For our Cover Story, we also reached out to alumnae via social media to solicit your reflections on the impact Baldwin’s all-girls education had on you. Thank you for the enthusiastic feedback! We were overwhelmed by the number of responses, a selection of which can be found beginning on page 17. You can read many more by visiting our Alumnae Facebook page at www.facebook.com/baldwinalumnae. At Baldwin, young women from diverse backgrounds take risks, learn from mistakes, discover themselves as leaders, develop confidence and build lifelong friendships. Whether she wants to be an astronaut, ambassador or actor, a girl needs to know that nothing should stand in her way. I am so proud to see how Baldwin’s faculty and staff reinforce that message with our students. You’ll find examples of all this and more in this latest edition of Echoes. Be sure to also check out our expanded Faculty section, as well as the Academics and Arts sections. I hope you are inspired by the innovative ways we are preparing today’s Baldwin students to thrive, whatever future they imagine for themselves. As always, thank you for your continued support, which makes it all possible. Marisa Porges ’96, PhD Head of School facebook.com/marisaporges Instagram: @MarisaPorges Twitter: @MarisaPorges WINTER 2019 ECHOES
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2018-2019 Board of Trustees
BALDWIN’S 2018-2019 BOARD OF TRUSTEE MEMBERS ARE: Row 1 (front): Ricki Weisberg ’98 (President, Alumnae Association Executive Board)*, Julie Wollman ’77*, Marisa Porges ’96, (Head of School), Amy Sobel ’86, Rachel Stern ’83 (Co-Vice Chair), Anne-Mette Hansell (P ’03) (Faculty Trustee); Row 2: Martha Ortiz (P ’16) (Treasurer), Sejita Page (P ’19, ’22) (Secretary), Patricia Weiser (P ’22, ’24) (Co-Vice Chair), A. Steffen Wright Crowther ’68 (Senior Trustee), Patti Dietrich (P ’17), Carolyn Simpson Scott ’74 (P ’11), Miryam Harvey (Faculty Trustee)*, Rachael Goldfarb ’95, (President, National Board of Advisors), Stephanie Romeika La Nasa ’96; Row 3: Tom Bachrach (P ’29, ’31)*, Christopher Marr (P ’17, ’19, ’20) (Chair), Brad Reed (P ’23, ’28) (President, Parents’ Association)*, Brian Halak (P ’22, ’24), Phil Rosenzweig (P ’22). Not pictured: Adam Grant (P ’26, ’29), Rachel Funk Jenkins ’44 (Honorary Trustee), Peter Leone (P ’15, ’18), Crystal Jones Lucky ’82*, Mary Dockray-Miller ’83, John Pearlstein (P ’21, ’24)*, V. Paige Pratter ’94, Samuel R. Scott (P ’96, ’98, ’00) (Senior Trustee), Blair D. Stambaugh (Honorary Trustee). * New Board Member
Baldwin Hosts Stephanie Humphrey for Women on the Rise Speaker Series
Supported in part by a fund established by Baldwin alumna Ruth Hochberger ’68, the 2018-2019 Women on the Rise Speaker Series kicked off on December 6 with Stephanie Humphrey, entrepreneur and technology expert and founder of the blog “A Matter of Life and Tech.” Special thanks to students Anoushka Gidh ’19 and Hana Ahanger ’21 for leading our Q & A panel. Learn more at www.baldwinschool.org/womenontherise.
CELEBRATING 100 YEARS OF WOMEN’S SUFFRAGE
Baldwin was excited to recognize some of our newest voters in November. Members of the Class of 2019 who turned 18 in time to vote in November’s midterm elections proudly gathered in front of the history department’s display, “A Century of American Women’s Suffrage.” The 19th Amendment granting women the right to vote nationwide was passed by Congress in 1919 and ratified by the states in 1920. Seniors Julia Singer and Nadia Dixon (front row) and Niara Johnson, McCaleigh Marr, Lexi Phelan, Zoya Siddiqui, Juliet Paiva and Savannah Sanford (back row) were excited to add their names to the voter honor roll.
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Introducing Baldwin Circles for Alumnae
Baldwin’s NBA posed outside The Simpson Center for the Performing Arts during their annual fall meeting.
This fall, the National Board of Advisors (NBA) Alumnae Engagement Committee launched a new signature event for alumnae to network and share resources called Baldwin Circles. The events are facilitated gatherings that use a loose structure of fun conversation prompts to guide participants from meeting one another for the first time to sharing on a personal level. The event culminates in forming a circle in which each person shares a recent success and a current challenge, at which point group members jump in and share on-the-spot support, suggestions and resources.
The result was not surprising, given Baldwin graduates seem to all share a similar character trait of being enthusiastically and generously willing to help. As if they had known each other for years — and regardless of age or professional industry — alumnae reached out and offered cooking advice, career guidance, professional connections and introductions, validation and encouragement. Baldwin Circles launched in Boston and New York City this fall. Emily Unger ’04 hosted Boston’s pilot event, with attendees Julie Boyer ’92, Amy Brezin ’96, Katie Collins ’06, Richelle Gewertz ’11, Rebecca Gilbert ’06 and Stacy Reinhart ’74. New York’s event, hosted in a meditation and yoga studio in Union Square, was organized by Laura Small ’04 and Shayna Fader ’11. Other attendees were Julie Boyer ’92, Val Cohen ’11, Emma GoldmanSherman ’83, Jenna Liss ’11, Susan Sermoneta ’62, Pam Shively ’04, Sarena Snider ’03, Madeline Taggart ’11 and Nadia Tareen ’11. Baldwin Circles started after a recent NBA meeting, where attendees spent two hours in team-building exercises. Members got to know and enjoy one another, regardless of age, geographic location or industry. Community like this is exactly what the NBA wants for all Baldwin alumnae. The group will be running Baldwin Circles events in Boston, New York City, Philadelphia and Washington, DC. If you live in any of these places, be on the lookout for event announcements, and if you’d like to host a Baldwin Circles event or bring Baldwin Circles to your city, please contact Alumnae Engagement Committee Head Laura Small at laurasmall2@gmail.com.
MARTHA NUSSBAUM ’64 WINS $1 MILLION BERGGRUEN PRIZE
Martha Nussbaum ‘64, a philosopher and classicist, recently won the 2018 Berggruen Prize, which is awarded annually to a thinker whose ideas “have profoundly shaped human self-understanding and advancement in a rapidly changing world.” The prize, which carries a cash award of $1 million, was awarded at a ceremony in New York in December. Dr. Nussbaum is the author and editor of more than 40 wide-ranging books covering topics including the place of the emotions in political life, the nature of human vulnerability, the importance of liberal education and connections between classical literature and the contemporary world.
NYC ALUMNAE SERVICE EVENT
Jenna Liss ’11 and Shayna Fader ’11 attended the community service event.
The Baldwin Alumnae Club of NYC gathered in December for an evening of community and service. Alumnae decorated and wrote out cards for the Coalition for the Homeless.
MESSAGE FROM ALUMNAE ASSOCIATION PRESIDENT
Greetings Baldwin alumnae! I wanted to take a moment to introduce myself in my new role as President of the Baldwin Alumnae Association Executive Board. I am excited to take on my new responsibilities and to collaborate with the National Board of Advisors, so we can work together to support the very worthy mission of Baldwin. My goals in this role are the following, and I welcome you all in joining me! 1. Increase the meaningful interactions between the Baldwin students and alumnae. 2. Build stronger connections between Baldwin alumnae so the value of our Baldwin education continues to grow beyond the gates. 3. Activate a strategic group of Philadelphia area Baldwin alumnae volunteers to help support the mission of the School. If you are interested in giving back to the School that gave us all so much, please email me at ricki.weisberg@gmail.com All my best, Ricki Weisberg ’98 WINTER 2019 ECHOES
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THE BALDWIN REVIEW VOL. 3 NOW AVAILABLE
Baldwin Falls for the Arts
Glenn Bryan and Friends performed a number of jazz selections.
Baldwin is proud to announce it has published Volume 3 of The Baldwin Review, a collection of individual research papers produced by Upper School students. Originally launched by Eliza Thaler ’18, it was spearheaded this year by Simi Bleznak ’19 and Anoushka Gidh ’19. The Review provides a tangible platform for students to display their academic projects and papers that are independent from class assignments and includes 10 research papers this year. Access the entire journal online at issuu.com/thebaldwinschool.
Baldwin’s Fall for the Arts Benefit, held in October, was an exciting evening of music, live performances and fine arts, including Julia Isabelle (Tyminski) ‘13 gave a vocal performance. performances by alumnae Julia Isabelle (Tyminski) ’13, Michaela Shuchman ’12 and Savanna Stanton-Ameisen ’13. Additional performers included Glenn Bryan (GP ’27), Jerry Gormley (P ’23), Rick Morales (P ’19) and Howard Phillips (P ’17). All proceeds from this event directly benefit the Arts at Baldwin.
BOOKSHELF Check out these latest releases from alumnae. The Essay Film After Fact and Fiction Nora Alter ’80 Along the Rocky Shore of Lake Tahoe Beachy Yewer Orr ’68 Balancing Power Without Weapons: State Intervention into Cross-Border Mergers and Acquisitions Ashley Thomas Lenihan ’96 How to Be Less Stupid About Race: On Racism, White Supremacy and the Racial Divide Crystal Fleming ’00 4
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AlumnaNewsmaker
Taking Her Leadership Skills to the World Stage Sara Greenberg ’05 Probably around fourth grade, the same time Sara Greenberg ’05 moved to Gladwyne and started at Baldwin, she learned about the Holocaust firsthand from a grandfather who lived through a harrowing imprisonment in the Birkenau-Auschwitz concentration camp in Poland and a grandmother who spent World War II hidden with a family in Slovakia. Seeing the number B2247 tattooed on her grandfather’s arm and hearing her grandparents’ stories led to a deepening connection with Jewish history, culture and ultimately Israel. After studying economics at Yale, pursuing a career in strategy consulting and venture capital that brought her frequently to Israel and a stint on the Israeli Women’s Lacrosse Team, Greenberg felt the call of Israel so strongly that she moved there permanently three years ago. Today, at 31, she has a powerful new job as an advisor to Israel’s Prime Minister, Benjamin Netanyahu. Those who know Greenberg, a top athlete at Baldwin, captain of the lacrosse, soccer and basketball teams, a White Blazer winner and a 2016 inductee to the Athletic Hall of Fame, say it is destiny that has taken her leadership skills to the world stage. As Advisor to Netanyahu for World Communities, she helps conduct his government’s outreach to leaders and communities outside Israel and crafts messages for the Prime Minster to reach varied audiences. “I spend a lot of my time trying to listen to and understand how different communities around the
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By Liz Yusem Fuerst ’65 serving the country was important, despite being 28 at the time. I also felt that it would be a good way for me to improve my Hebrew and learn more about Israeli society.”
I spend a lot of my time trying to listen to and understand how different communities around the world think about, interpret and comprehend Israel...
world think about, interpret and comprehend Israel,” said Greenberg. “I wake up every morning grateful to be working on issues that I care so much about,” she said. Many of the issues that move Greenberg germinated in childhood but developed at Baldwin and at Yale. In a class on “Family and the Jewish Tradition” taught by Dr. Ruth Westheimer, Greenberg made a 14-minute film about a trip her family made in 2005 to Eastern Europe that included her grandfather’s emotional visit to Birkenau-Auschwitz. Called “B2247: A Granddaughter’s Understanding,” the film has screened at the United Nations as part of the annual international Holocaust Remembrance Day ceremonies, the Newport Beach Film Festival and the Philadelphia Film Festival. Numerous organizations, including Steven Spielberg’s USC Shoah Foundation Institute, use the film for Holocaust and tolerance education initiatives and to inspire other grandchildren of survivors to bear witness to their grandparents’ stories.
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“Making this documentary provided me with the opportunity to learn about my personal history,” Greenberg related.
Greenberg completed a joint MBA and master’s degree in Public Policy at Harvard in 2015. While there she founded InsideIL, an elite summer fellowship that allows top MBA students to live and intern in Israel. It was during this time when Greenberg made the life-changing decision to move to Israel. “I was excited to return to the country that I loved, admired and felt connected to,” she recalled. “I felt grateful to have been born at a time when the Jewish people could build their own state in their ancestral homeland, and I wanted to be a part of it.” At first she thought she might explore working in Israel’s renowned high tech industry. Instead she decided to join the Israel Defense Forces, where she was placed in an elite intelligence unit. “In Israel, most men and women at the age of 18 are required to complete a military service,” she explained. “As someone who was interested in building my life in Israel, I felt that
When she left military service, she intended to look for opportunities in the private sector but was intrigued when she received a call from the Prime Minister’s Office asking her to interview for the position of World Communities Advisor. Since January 2018 she has been immersed in her job, traveling abroad and interacting with communities that are important to Israel. Greenberg thinks often of Baldwin and how it enabled her to develop the confidence she needs to meet with world leaders and influencers. “Baldwin helped me find my voice,” noted Greenberg, “and to have the confidence to share my voice.” This confidence, she went on, allows her to “take risks and to follow my instincts even when they are leading me down a path that is different from what most people might expect.” She has offered to speak to any Baldwin girl who is curious about working in public policy or about Israel and the Middle East. Those who take her up on the offer will surely learn from a dynamic young alumna and sportswoman how policy and politics are practiced on an international playing field. Liz Yusem Fuerst ’65 is a former newspaper reporter and editor who now teaches journalism at Rutgers University in New Brunswick, NJ. She owes it all to Baldwin’s formidable English Department and writing for The Hourglass.
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ACADEMICS ENGLISH COMES ALIVE WITH VIRTUAL REALITY
Middle School DREAM Lab® Coordinator Addison Lilholt and his 7th grade students worked on a virtual reality project with the English department. Students created specific virtual reality environments based on scenes from The Giver, a book they were reading for English class. Students went as far as to allow the user to choose the character in the scenes from the book to see what the scene would look like from various points of view.
Baldwin’s 2018-2019 Scholars
The Baldwin Scholars program aims to deliver a learning experience that extends beyond the traditional Upper School curriculum. In this selfdirected course, seniors conduct research in a field of their own interest, and their work culminates in a paper on the scale of an undergraduate thesis. Throughout the Scholars experience, students present to Baldwin alumnae and others, refining and polishing their communication skills. Pictured left to right above: Sarah Bunn is studying “The Impact of Racial and Class-Based Discrimination on the Mental Health in LGBTQ Youth.” Anjali Sukhavasi’s research is titled “Arthāshastra in America: Contemporary Applications of Kautilya’s Political and Economic Theories.” Alissa Liu is researching “Penetrating the Opaque: The Significance and Potential of Blockchain Technology in the Global Art Market.” Shiyu Li’s research is titled “Using the Zebrafish Lateral Line to Identify Modulators of Mechanosensory Hair Cells.”
GRADE 8 CREATES EARTH MODELS
Grade 8 students created their own Earth models as part of their studies in the composition of the Earth and the density of its layers. The students created (almost) scale models of the Earth, constructing them from clay layer by layer starting with the center and building out. The students also looked at convection currents in the mantle layer, as they explain tectonic shift and volcanic activity. The girls became atomic experts — knowing the elements that make up Eighth graders Naomi Jefferson-Sambanis, Izzy Thompson, Bella Gormley and Zoe Ross show off more than 93% of the their models of Earth. total mass of the Earth (air and water excluded): oxygen, magnesium, silicon and iron. They studied their physical and chemical properties as well as their subatomic structure. 6
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Award-Winning Author Hena Khan Visits Baldwin
Author Hena Khan poses with Pre-Kindergarten – Grade 1 students during her visit to Baldwin.
The Baldwin Library recently hosted a visit by award-winning author Hena Khan, who enjoys writing about her culture and religion. She shared her journey as a writer with our students from Pre-Kindergarten to Grade 6, speaking about her experience writing as a Pakistani American Muslim and the need for more diverse stories. This event supports Baldwin’s commitment to expose students to diverse cultures and perspectives. One of her many books for young readers, Golden Domes and Silver Lanterns, was selected by the American Library Association as a 2013 Notable Children’s Book. Khan’s book for middle-grade readers, Amina’s Voice, was featured on NPR Books and the Horn Book recommended it as a “relatable portrayal of a tween who wants to fit in and who’s devoted to her faith even amid her confusion about her family’s varied approaches to it.”
ACADEMICS Upper School Students Visit Iceland
A number of Upper School students embarked on an adventure to Iceland to enhance their studies of Earth Science and Physics. They explored volcanoes, glaciers, waterfalls and geysers - seeing a variety of incredible natural phenomena all in one place. The group also visited the Meteorological Institute in Reykjavik for a talk on climate change. In the evenings, they viewed the Auroras, which were wonderfully visible.
Nine Baldwin Seniors Honored by National Merit Program
The National Merit Scholarship Program recently recognized nine students from Baldwin’s senior class. Semifinalists are Jane Bai, Katie Cappola, Helen Ji, Angelina Shi TOP ROW: Simi Bleznak, Jane Bai, Angelina Shi, Katie Cappola, Lexi Phelan; and Anjali Sukhavasi, and BOTTOM ROW: Alissa Liu, Helen Ji, Sarah Bunn, Anjali Sukhavasi National Merit Commended Students are Simi Bleznak, Sarah Bunn, Alissa Liu and Lexi Phelan. The students were recognized for their outstanding performance on the 2017 Preliminary SAT/National Merit Scholarship Qualifying Test.
GRADE 3 ORIENTEERING
GRADE 6 ANTHROPOLOGY COLLABORATES WITH ART
Grade 6 students Brook Woo, Julia Baur and Rachel Mirin work on their ocarinas.
In 6th grade social studies, the students study cultural anthropology using a human universalistic approach focusing on the commonalities across all human cultures. The course looks at creative expression and asks big picture questions like: Why do all human beings have creative expression? What are the different types of creative expression? What kinds of meaning does the art form try to convey? What are the universal symbols used around the world and what do they mean? In collaboration with the art department, the students used clay to make a musical instrument called an ocarina. Each student chose the design and symbols for her instrument.
Third graders participated in their annual orienteering event at Ridley Creek State Park this fall. Orienteering is an “in the field” map and compass exercise that includes mental math, topographical map reading and interpretation, directional sense, hands-on activity, group collaboration and a challenge to successfully navigate woodland trails with newly acquired skills. Teams set out at regular intervals to test their map knowledge and compass skills as they interpreted the map course and tried to locate each flag, or control, that was placed throughout the park. The use of GPS units were added during the second half of their travels this year. Teachers Kathy Gates and Kathy England (right) accompanied one group of students. WINTER 2019 ECHOES
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ARTS MASKERS PERFORM THE 25TH ANNUAL PUTNAM COUNTY SPELLING BEE
This fall, Baldwin’s Maskers Club presented the improvisational musical one-act comedy about coming of age and competition: The 25th Annual Putnam County Spelling Bee. Our students charmed audiences with their wit and humor. Audience interaction, original jokes and improvisation allowed for a unique performance with every show.
GRADE 4 EXPLORES AND CREATES SPIRIT MASKS
Exploring the diverse world of art, the theme for the Grade 4 visual arts curriculum is culture, society and tradition. Students learn to recognize art’s significance of different cultural, philosophical and social contexts, as well as explore how art, craft and design contribute to cultural development. This fall, students worked on a mask-making project inspired by the use of masks in African art and culture while incorporating their own personalities into their designs. They began the year by exploring the uses of art in Africa and how it differs from Western art standards. Students recognized and appreciated how African tribes used masks for communicating history and culture, evoking emotion or storytelling. Margaret Gord and Makena Lee show off their spirit masks.
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Upper School Drawing Students Study Human Figure
Esther Moola ’21 works on her skeletal drawing.
All-School Autumn Art Exhibition
The Upper School Drawing II class began their study of the human figure in a time-honored method: using Robert Beverly Hale’s Anatomy Lessons from the Great Masters. Students were drawing from Albinus’s 1747 Tabulae Sceleti et Musculorum as a starting point for understanding proportion and the large shapes of the human body. An added emphasis was placed on the potential of movement within the skeletal framework.
The All-School Art Exhibition was on display this fall in the Fackenthal-Pethick Art Gallery, featuring work from all three divisions of the School and all five studios of the Upper School. The Art Department was proud to share the work of our Baldwin student artists.
ARTS MS Art Students Create New Species
CLAY HOUSES CREATED BY MIDDLE SCHOOL
The Grade 7 and 8 Art Elective class has been creating paintings and collages inspired by a figure from the Ancient Near East. The class studied the Assyrian guardian figure of the lamassu (a composite figure with a human head, the body of a lion or bull and wings of a bird) and then created large-scale artworks of a creature combining two animals of the student’s choice. There were many imaginative new species created including the giraffish, the pandacoon and the butterbird.
Quinn Green ’24 paints a butterguin, a combination of a penguin and a butterfly.
Grade 5 Constructs Balsa Wood Bridges
Olivia Choo, Anya Brie Henry and Maya Soldatovich work on their bridges.
The theme for Grade 5 art is concept and skill renewing. In an effort to connect art, math and engineering, students combined geometry and measurement to construct their own bridge models. The students explored different types of trusses used in real bridges and used them as inspiration for creating original designs and constructions of bridges using balsa wood.
Grade 1 Performs The Day the Crayons Quit
Josie Grunes ’24 puts the finishing touches on her clay house.
This fall, Middle School art students created dreamlike houses that were whimsical in nature. The class started with a 2D drawing and then worked to turn that drawing into a unique 3D creation.
SCULPTURE CLASS WORKS ON INDIVIDUAL PROJECTS
Grade 1 students combined color, creativity and humor as they brought The Day the Crayons Quit to life. The play was an adapted version, based on the book by Drew Daywalt.
Sophomore Izzy Lee creates a detailed ceramic dragon sculpture.
Upper School Sculpture II, III and IV are working on individual projects that consist mostly of clay sculptures and architectural designs. WINTER 2019 ECHOES
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ATHLETICS SAVE THE DATE
Mark your calendars for The Blue Gray Golf and Tennis Outing to benefit Baldwin Athletics on Sept. 23, 2019 at Green Valley Country Club.
TRIO OF COACHES HIRED TO LEAD VARSITY PROGRAMS
Fall Sports Recap Soccer had a historic season advancing to the Pennsylvania Independent Schools Athletic Association (PAISAA) state championship game for the first time in program history. The Bears dropped a heartbreaker to league foe Episcopal Academy 4-3 in a penalty kick shootout after being deadlocked 3-3 after two overtime periods. The program finished the season with an overall record of 16-5-1 and league record of 8-4 (second place). The team scored 67 goals, only allowed 23 goals and recorded 13 shutouts.
John Bernhardt (below left), former girls’ varsity basketball head coach at John W. Hallahan Catholic Girls’ High School and current AAU girls coach at Fencor, was named varsity basketball head coach. Bernhardt is a graduate of nearby La Salle College High School and played baseball at Chestnut Hill College. Regan Marscher (below center), former NCAA I women’s assistant coach at Boston College and head coach at Long Island University - Brooklyn and Holmdel (NJ) High School, was named the varsity lacrosse head coach. Marscher is a graduate of nearby Conestoga High School and played collegiately at Rutgers University. Lamar Moore (below right) is the new varsity indoor and outdoor track and field head coach. He previously served two years as the assistant coach for the track and field program at Bryn Mawr College.
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Tennis finished the season with a 10-2 overall record and 5-1 in the Inter-Ac League (second place). Head Coach Jeff Sacks won his 100th career match. Volleyball recorded its best season in program history with a 10-4 overall record and 5-3 mark in the Inter-Ac League. The Bears earned a #3 seed in the PAISAA Tournament and defeated George School in the quarterfinals before dropping a hard-fought match to rival Agnes Irwin School in the semifinals.
ATHLETICS 12 Fall Athletes Named All-Inter-Ac League A school record 12 Upper School student-athletes earned All-Inter-Ac League honors for their outstanding play during the fall 2018 season.
Front Row: Laura Pellicano ’19 (Volleyball, 2nd Team), Cartier Thomas ’19 (Volleyball, 1st Team), Gia Vicari ’19 (Soccer, 1st Team), Natalie Sgro ’19 (Soccer, 1st Team), Relly Ladner ’19 (Soccer, 1st Team), Lauren Bracken ’19 (Soccer, 1st Team), Presley Daggett ’21 (Tennis, 1st Team); Back Row: Georgia Dahm ’19 (Volleyball, 1st Team), Torrie Smith ’20 (Tennis, 1st Team), Izzy Antanavicius ’22 (Tennis, 1st Team), Grace Lavin ’21 (Tennis, 1st Team) and Devon Shatzman ’22 (Tennis, 1st Team).
Fall Sports Awards Announced Athletics celebrated the fall varsity and junior varsity teams, presented newly elected co-captains, announced Most Valuable Player winners and distributed split B letters and pins in a new seasonal assembly format.
Lauren Bracken ’19, Alexa Diecidue ’19, Cartier Thomas ’19 and Noor Bowman ’20 celebrate their MVP awards.
2018 MVPs
2019 Co-Captains
• Cross Country: Noor Bowman ’20
• Cross Country: Maddy Brown ’21 and Jennifer Liu ’20
• Field Hockey: Alice Zehner ’21
• Field Hockey: Amanda Yep ’20 and Alice Zehner ’21
• Soccer: Lauren Bracken ’19
• Soccer: Sammy Baron ’20 and Alex Loomis ’20
• Tennis: Alexa Diecidue ’19
• Tennis: Presley Daggett ’21 and Torrie Smith ’20
• Volleyball: Cartier Thomas ’19
• Volleyball: Olivia Stratton ’21 and Jada Williams ’20
SYMPOSIUM FOCUSES ON MENTAL ASPECTS OF ATHLETICS Dr. Joel Fish, a nationally recognized sport psychologist, was the featured speaker at this year’s Blue Gray Symposium. Dr. Fish provided tips to help athletes, coaches and teams reach their full potential by focusing upon and mastering mental aspects of sports and competition. He also discussed ways for parents to help their child have a positive sport experience.
FALL COLLEGE SIGNING CEREMONY Three student-athletes announced their college decisions at a special ceremony on November 19.
GIA VICARI ’19 NAMED SOCCER ALL-AMERICAN Varsity soccer standout Gia Vicari ’19 was named a High School AllAmerican, the first in Baldwin history. She played in the All-American game on December 1 in Orlando, FL. Vicari is Baldwin’s all-time leader in goals (81), assists (41), points (203) and game winning goals (24) and is committed to Georgetown University.
Relly Ladner ’19 (Dartmouth College, Soccer), Natalie Sgro ’19 (College of Charleston, Soccer) and Gia Vicari ’19 (Georgetown University, Soccer). WINTER 2019 ECHOES
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FACULTY STEPHANIE GREER FEATURED AS MAIN LINE TOP TEACHER
Head of School Dr. Marisa Porges ’96 presents the Reed Fellowship to Anne-Mette Hansell (P ‘03)
Reed Fellowship for Excellence in Teaching: Named in honor of Marjorie Lindsay Reed ’39, this award provides funds to further enhance a faculty member’s work in the classroom. Grade 5 Teacher Anne-Mette Hansell (P ’03) was the 2018 recipient, recognized at the All-School Winter Assembly in December. She plans to develop more units that use primary sources and have her students develop and realize learning-experience projects from those sources. She would also like to travel to world-class museums that exhibit artifacts related to her curriculum. The Agnes and Sophie Dallas Irwin Fund: This fund aims to enrich a teacher’s life and was awarded to Spanish Teacher and Grade 7 Dean Gabbie ÁlvarezSpychalski (P ’20, ’27), who traveled to her native island Puerto Rico, and Director of Aquatics David Hart, who visited Hilton Head, SC. Anne C. Shoemaker Fund: This fund includes two grants to be used for personal enrichment or refreshment of self and spirit. This award went to History Teacher Dr. Athan Biss (Little Shoe), who visited his 99-yearold grandparents in Wisconsin, and Math Teacher Jennifer Lee (Big Shoe), who visited Cape Cod and Nantucket. Friends of Ruth Fiesel Fund: Established to enrich a teacher’s intellectual or cultural life, this award went to English Department Chair and English Teacher Melissa Sullivan. She used the funds to visit a variety of museums and theaters throughout the country. She sought out performances and exhibits that would inform her teaching. 12
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Stephanie Greer works with her Lower School students on a robotics project in the Dream Lab.
Stephanie Greer, Computer Science and Engineering Department Chair and Lower School DREAM Lab® Coordinator, was recently featured as one of Main Line Today’s 2018 Top Teachers around the Main Line.
LIBRARY STAFF PRESENTS AT NCGS CONFERENCE
Emily Woodward (P ‘29), Lauren Friedman-Way and Lisa Lopez-Carickhoff traveled to Washington, DC to present at the Global Forum on Girls Education.
Lisa Lopez-Carickhoff, Director of Libraries and Information Services, Lauren Friedman-Way, Middle School Librarian, and Emily Woodward (P ’29), Lower School Library Media Specialist, co-presented a session titled “Identity Making, a Novel Approach” at the National Coalition of Girls Schools - Global Forum on Girls Education in Washington, DC. They presented a research-based model for a PreK-12 reading environment that supports girls’ growth through inclusive choices — in libraries, classrooms and throughout the school. Attendees came away with a foundation for inclusive reading and an action plan for building a reading environment that supports identity exploration.
FACULTY ATHAN BISS DEFENDS DISSERTATION FOR PhD History Teacher Athan Biss defended his dissertation for his Doctor of Philosophy in History at the University of Wisconsin-Madison. Titled “Race Diplomacy: African American International Diplomacy, 1855-1955,” his dissertation traces the evolution of a distinct tradition of African American diplomacy over the course of a century. During this time, African Americans went from stateless actors denied citizenship in the land of their birth to key state actors in the U.S. State Department’s Cold War cultural offensive. Athan’s work highlighted the strategies employed by African Americans to garner international support for domestic reform campaigns.
MS FACULTY MEMBERS CREATE “BALDWINVILLE” CHALLENGE
Thanks to the creative efforts of MS faculty members Kristin Brown, Bridget Doherty, Birgit Heimann, Dr. Matthew Bunn and Gabbie Álvarez-Spychalski (P ’20, ’27), Baldwin’s Middle School held its fourth annual interdisciplinary experiential learning event — this year called “The Baldwinville Challenge.” The rest of the MS faculty and staff took on invaluable roles making the challenge a fun, innovative learning experience that engaged every student in six different activities including building a bridge, developing a Rube Goldberg-inspired creation and creating an anthem and flag for their Baldwinville town. The challenge promoted collaboration, problemsolving and critical thinking around a common focus.
Baldwin Benefits Fund: Established in 1991 by the Parents’ Association, these awards are given for curriculum development or enhancements. Awardees included Grade 1 Teacher Megan Rohricht, Grade 5 Teacher Linda Powers and School Nurse Doreen Jones. Doreen and Linda developed a health and wellness curriculum for Grades 5 - 7. The William H. Simon, MD Faculty Enrichment Award in Science and the Humanities: This award allows a teacher to explore a subject that combines a topic in science with one in the humanities. Awarded to Middle School DREAM Lab® Coordinator Addison Lilholt, it has allowed him to team up with various teachers on more than 20 interdisciplinary projects including a DREAM Lab® and history collaboration of 3D-printed canopic jars. The Blair D. Stambaugh Award for Student and Faculty Enrichment: This award went to Engligh Teacher Terri Wiley, who collaborated with Anna Wetzel ’22 to design a new English senior seminar titled, “Identity and the Female Experience.”
Trustee Recognition Award: In recognition of their years of service to Baldwin, Eric Benke, Monica Henkle (P ’07, ’10) and Deb Surgi were presented with this award.
The Lois Pressman Sabbatical Fund: This fund allows faculty members to pursue new knowledge in a way that will be personally enriching and will have a direct, beneficial impact on students. Recipients were Lower School Mandarin Teacher Christopher Armstrong, who attended a Chinese language teacher institute at the University of Hawaii, Science Department Chair and Science Teacher Maggie Epstein (P ’31), who attended the Exeter Summer Institute where she learned how to enhance environmental learning by incorporating the humanities, and Science Teacher Karen Lancaster.
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G N I M O C E M O
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The Varsity soccer team has their claws up in the team huddle before kicking off against AIS.
Baldwin had a festive and spirited Homecoming weekend that started on October 12 with an AllSchool Pep Rally. Thanks to our many volunteers, especially Blue Gray parents and the student Athletics Association, fun activities were planned the following day, beginning with a delicious pancake breakfast. Despite the chilly fall day and the morning rain, Polar Bear Nation came out to support Varsity Soccer and Volleyball against league rival Agnes Irwin School.
Seniors Isabella Tyminski, Meriel Doyle, Anoushka Gidh, Jessica Shen, Lauren Bracken, Celia Page and Relly Ladner enjoy the pancake breakfast.
Juniors Saachi Singh and Meghna Sreedhar have fun leading the El Pimiento piñata activity while Torri Hill ’30 swings away.
Anajah Brown ’21 and Georgia Dahm ’19 rise to block an AIS shot during the Volleyball game.
Josie Conger ’25, Anna Keuffel ’25, Maya Rosenberger ’25, Camille Murray ’22, Alyssa Chatman ’19, Lenora Thomas ’19 (kneeling), Savannah Sanford ’19 and Maya Clever ’22 prepare s’mores at the fire pit.
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Kindergarten students Addy Aurand, Julia Doelger and Chiara Dilks enjoy the bounce house.
Alex Loomis ’20 eludes an AIS defender.
English teacher Erin Addis is a good sport, taking a pie in the face from Gabrielle Pritzker ’22.
Blue Gray members Sejita Page (P ’19, ’21), Karen Salvitti (P ’09, ’11), Susan Mostek (P ’18, ’22), Jason Dilks (P ’29, ’30, ’31), Barry Shatzman (P ’19, ’22), Mike Levinson (P ’21) and Joseph Sgro (P ’19) volunteer their time and energy serving breakfast to the community.
Why I Give
Carol Shields, MD (P ’09, ’14, ’18) By Sandie Stringfellow ’94, EdD
FIRST IMPRESSIONS Within a few minutes of entering the halls of Baldwin, Dr. Carol Shields (P ’09, ’14, ’18) knew she had found the right school for her girls. “The feeling of calm, confidence and happiness that the Baldwin girls exuded as they walked down the hallways felt different … special,” Carol shared. She had just arrived at Baldwin for her tour, one of many school tours in the Greater Philadelphia Area that she attended while looking for a school for her family. While some families look exclusively for singlesex schools, the Shields family was actually hoping to find a co-educational setting for their family, so that their seven children could attend school all together. A few minutes into Carol’s visit, however, that wish quickly faded and turned into excitement about having found a place as special as Baldwin. This was even before she went on the tour or spoke with students or staff. The feeling at Baldwin was magical and she knew she had found the best place for her three girls. The Shields family loved all that Baldwin had to offer their girls. Although each of her Baldwin girls was very different, each found her place at Baldwin. Her girls fully took advantage of the rich offerings, from sports, to academics, to extracurricular activities that Baldwin offered. Each of them felt loved, supported and encouraged by their Baldwin experience. They learned to take risks in a safe environment, and they learned the joys of
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The feeling of calm, confidence and happiness that the Baldwin girls exuded as they walked down the hallways felt different … special ...
Right: The Shields sisters, Mary Rose ’18, Maggie Mae ’09 and Nellie ’14, pose for a photo.
growing into well-rounded, kind, young women who had the skills and confidence to pursue their dreams. Carol believes that being surrounded by young women and seeing their peers as leaders, scholars, athletes and artists, helped her girls truly understand the potential of women.
GETTING INVOLVED Carol has been deeply involved with the Baldwin community for almost 20 years, when her first child came to the School as a Lower School student. Over the years, her involvement with Baldwin grew. As the Director of Ocular Oncology Services at Wills Eye Hospital in Philadelphia, Carol felt so confident in the abilities of Baldwin girls, that she created opportunities for students and alumnae alike to get experience working in the medical field at Wills Eye Hospital. Carol now hosts several Baldwin girls a year and is continually impressed with their work ethic, professionalism, ability to self-advocate and intellectual curiosity.
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Baldwin girls think just as highly of Carol. Last year, as the senior class was researching whom to invite to be their graduation speaker, they decided to ask Michelle Obama. When Mrs. Obama was unable to accept the invitation due to scheduling commitments, the girls began to search for other inspirational female leaders to come and speak at graduation. One day, Carol came back from work and walked into her kitchen. Little did she know, she was about to receive one of the greatest honors of her life. Carol was floored and flattered to learn the girls wanted to invite her to be their graduation speaker. Despite her numerous professional accolades and successes, Carol was humbled by the request. “It’s not often that I get put into the same category as Michelle Obama,” she explained. Without hesitation, Carol accepted the invitation.
EVERYONE CAN MAKE A DIFFERENCE Carol shares that in the beginning, with seven children and two parents who were early in their medical careers, the Shields family was not able to donate much to Baldwin. But over time, Carol shared that their family was fortunate to be in a position to show their love of Baldwin through donating to the School. Carol felt that it was important to show that a single family could make a difference. Her family’s foundation partners with another Baldwin family to sponsor the Alex Wake ’05 Memorial Run/Walk, which is held annually to raise awareness of domestic violence and to celebrate the life of Alex who was herself a victim of a senseless act of domestic violence. Proceeds from the event fund a scholarship in Alex’s name. Carol feels it’s important for an event like this to have community sponsorship, rather than corporate sponsorship, so Baldwin girls and families can see that it is possible for families to make a difference for the Baldwin community. Carol’s admiration for Baldwin’s students is evident when you talk to her. Her passion for the School is energizing and inspiring. Through her service to Baldwin, she hopes to make the School accessible for more girls, so they too may experience what it is like to go into the world as a bold, confident, kind young woman. Sandie Stringfellow ’94, EdD is operations manager, data and compliance at Aspire Public Schools in San Francisco, CA.
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n a of r e w o qThe P q n o i at c u d E s l r i G ll u A At Baldwin, we know the benefits of an all-girls education. We are recognized experts in how girls learn, thrive and succeed. Our skilled faculty understand not just how girls learn but also how to provide the kind of nurturing and encouragement a girl needs to become all that she can be.
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To find out just how important Baldwin’s approach to all-girls education is to our students, we turned to the students themselves. Including girls from all divisions, we asked about their learning styles, diverse interests and sense of self-confidence. We also surveyed Baldwin alumnae, asking “How did attending an all-girls school impact you?” to appreciate the power of our all-girls education through their eyes.
What does being in an all-girls school mean to you? Baldwin is a special place just for girls, where we can be ourselves. I feel more comfortable because there are more people around me that are like me. I can relax more because it is just about school. Grace, Grade 4 It means that we have a chance to be empowered and inspired by our teachers and faculty without boys being a distraction. I am learning Being a part of Baldwin’s a lot more now that I’m community means that I will always be surrounded at an all-girls school. by friends, peers and Daphne, Grade 5 teachers who are ready to challenge me academically, Being in an all-girls socially and emotionally. school means you are Through victories and independent and you failures, I can count on them to be there for me. learn to be kind and SOPHIA SZPILCZAK ’25 responsible as a girl, because people think males pull the weight and do the hard work. As a young woman, you can show others that women are as mentally and physically strong as men. Marissa, Grade 5
Baldwin is like a second home to me, and an all-girls environment has become my normal. After almost 11 beautiful years at Baldwin, I think a co-ed high school would be strange and not quite a fit for who I have become. The benefits of being educated in an empowering, female community are shown through my continued happiness and love for Baldwin. Therefore, I would say that being in an all-girls school means that I’m where I belong, and I’m where I’m my best. Grace, Grade 9 All of my peers and most of my role models are women. The environment is very empowering and sets Being at an all-girls school, especially one like up the idea that we Baldwin, taught me that as women can hold it was okay to speak up powerful positions about what I believed in. and do meaningful I never felt the need to work in society. hesitate before speaking because I felt confident in Jada, Grade 11 myself to speak inside and outside the classroom. MCCALEIGH MARR ’19
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What do you like most 3 about Baldwin? * I love that we get to learn about things most children don’t have the opportunity to learn about, like robotics. Daphne, Grade 5
At Baldwin, student input is important and integral to the community. Our teachers request and respect our ideas. If we want to make a change, we are encouraged to pursue that change and try something new. Sophia, Grade 6
Everyone is open minded to new ideas. We often come up with great ideas and experiment on them.
I love the teachers. Every teacher has a unique take on the YURU LIN ’23 subject they teach, which makes each year and each class different. The diversity in perspective gives a complete understanding of every topic, while not becoming overwhelming or overbearing. Furthermore, the teachers are skilled at providing a balance between independence and assistance. I am always assured that help is available when I need it, and when I don’t need it, I’m always given the opportunity to expand on the class topic in my own way. Grace, Grade 9
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The thing I like most about Baldwin is the longer class periods, meaning that we can have time to go over the homework, have a quiz, a lesson, have discussions and I most like the ask questions and really make communities that Baldwin the most of each subject offers. There are a variety without having to split things of clubs, activities and up over several class periods. sports. Specifically, I really enjoy the crew Ava, Grade 10 team and the smaller community we are able to I think Baldwin is a special create within the larger place. I have been lucky to Baldwin community. I also enjoy the smaller class have such great teachers sizes because teachers who challenge me. I also are able to spend more like having many subjects time with each individual throughout the day. I like student to enhance our that I have the chance to meet understanding of each subject. lots of different girls, and I JADA WILLIAMS ’20 like learning about them. Jahnavi, Grade 3
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“How did attending an
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all-girls school impact you? We posted this question to our alumnae on the Baldwin Alumnae Facebook page. Here’s what they had to say: At Baldwin, the culture of achievement and leadership development — together with the emphasis on self-awareness, compassion and acceptance — helped prepare me for the real world.
Rachel Dean Matthews ’84 ___________________________________ One of the things that I really value about all-girls schools is that it allows young women to be themselves without feeling the need to impress anyone else. No one is afraid to let loose, have fun and let her real personality come through during the school day. Shayna Fader ’11 ___________________________________ By the time I left Baldwin, I knew I was an equal player and that made me bold, whether I was at a job interview, in graduate school discussing my work with critical instructors or in my business and coaching practice, deciding to write a book. Julie Boyer ’92 ___________________________________ Baldwin gave me the courage and understanding to lead 40 young women into the real estate business in the small town of Easton, PA, and from there into the amazing world of New York City, where I established two well-recognized real estate companies in Manhattan. Suzanne Spatola Brose ’50 __________________________________ Attending an all-girls school gave me confidence to speak up in any situation. In college and in my career, I never felt different or inferior to the men in the room, and I think that has a lot to do with attending Baldwin and being encouraged to speak up and participate. Emily Unger ’04
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M What is your favorite part of the school day? My favorite part of the day is the morning. I am usually one of the first kids to arrive in the classroom, and I look forward to the day. I am always excited to see my friends and hear about what everyone did the night before. Jahnavi, Grade 3 My favorite part of the school day is handbells practice. I am part of the Baldwin Belles handbells choir, and although it is only 45 minutes every other day, I really enjoy the musical focus and group dynamic. Belles Marissa ’26 gives me a bit Gist of music during the school day that I truly love. GRACE HALAK ’22
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I like recess because I can have fun with my friends. I also like making up games and using my imagination. Grace, Grade 4
My favorite part of the day is lunch because you get a chance to socialize with the girls.
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MARISSA GIST ’26
What is your favorite subject?
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My favorite subjects are art, math and reading. I also enjoy library time. The Lower School Library is a fun place to search for books. Jahnavi, Grade 3 I enjoy cultural anthropology because it gives me the ability to learn about different cultures and challenge my own perspectives. We discuss ethnocentrism and how to manage cultural challenges, which is a valuable skill for all. I believe that if everyone knew and practiced these skills, the world would be a more accepting place. I also have a passion for science because it gives a deeper meaning to the things we often take for granted, such as the air we breathe and a rainbow. Sophia, Grade 6
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My favorite subject is jewelry. I enjoy this class because we can be creative and personalize what we make. I like how we have a say in what we can create instead of following a set curriculum. Eesha, Grade 7
I love English. I disliked this subject before, but I have learned a lot over the last semester and I fell in love with English. Although the subject has a lot of work, it is fun. Yuru, Grade 8 I absolutely love history. Especially in high school, my love for history has only grown. Even though I really enjoyed my junior year U.S. history course, I prefer to learn about world history and how the effects of certain actions can still affect current issues. Right now, I am taking Dr. Bunn’s Vietnam War history elective and I have never enjoyed a history course this much! Although I will most likely not pursue a career in history, I have enjoyed learning about the Vietnam War and I am always excited to go to that class and learn how it has shaped the 21st century. McCaleigh, Grade 12
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My favorite subject is science. Ms. Lewis is very fun and brings a lot of energy to the subjects, even when the subject is “energy” like it is right now. I like science because you can find and use it everywhere. I also like Marissa learning about how things Gist ’26 work and why things are the way they are. GRACE HEUER ’27
How do you think the classroom rexperience would be different if there were boys in the room? I think it would be different because the boys would be distracting, and girls think alike and work really well together. Marissa, Grade 5 At an all-girls’ school, girls take on every position. They can be whomever or whatever they want to be. At a co-ed school, girls can be undervalued and unappreciated. They have to live within social gender parameters. This creates opportunities for girls to be restricted in a classroom, on a field or a court. Sophia, Grade 6
I can imagine that the impact of having boys in the room may be greater as we get older.
I don’t think I could speak as freely and confidently about issues such as women’s rights JAHNAVI DEO ’28 and feminism in a co-ed school. Baldwin’s entire mission is to empower young girls, and that mission creates an environment where topics around gender and women are constantly being taught and discussed. I get the impression that not many co-ed schools have as open a conversation about women’s rights as Baldwin does, and I am grateful for that part of Baldwin’s environment.
Grace, Grade 9
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In my experience, having boys in the classroom means that the class is rowdier and less gets done while girls’ responses are often ignored. Ava, Grade 10
Some girls may be intimidated by having boys in the classroom with them. However, we would lose out on what these girls may have to say. Getting a chance to hear from different girls with different perspectives on the world is one of the reasons why I love Baldwin, and without that aspect we would all miss out on a new learning experience. McCaleigh, Grade 12
I think the classroom experience would be different if there were boys in the room because girls might not be able to have as many chances to be leaders. The fact that the classroom is all girls teaches Marissa people Gist ’26and how to be leaders be confident. It helps students speak their minds and not be afraid to say what they think. EESHA SHARMA ’24
“How did attending an all-girls school impact you?” As a member of the 13-Year Club, Baldwin instilled in me the confidence that I lacked. When I finally attended a co-ed school, I found that I was one of the only women to raise my hand in class. I soon learned that women and men were treated differently. Had I attended a co-ed school from the time I was five, I would have been a completely different person, afraid to use my intelligence and creativity. My Baldwin years have had a profound impact on my life and the way I choose to live it. Lisa Boehne Tobias ’87 ___________________________________ Baldwin was the best education of all the schools I attended (Wellesley, Yale Law School) and instilled in me intellectual rigor and confidence, compassion and a love of the arts. Patricia Coffin Fry ’65 ___________________________________ It made me confident and outspoken. Paula Boyer Kennedy ’74 ___________________________________ It made me feel comfortable raising my hand in a crowded room to speak. It made me unafraid to challenge others in productive ways. It made me passionate about women’s equality and women’s rights and an advocate for women’s issues, large or small. It made me treasure the bonds of female friendships. It has also made me incredibly conscientious about how I raise my daughter and the lessons I do (and don’t) want her to learn. Lauren Sheerr Beshears ’00 ___________________________________ I have more confidence in myself than all the women I know. Tiffany Cavanaugh ’95 ___________________________________ It’s inspired me to help girls in Morocco to have the opportunity to speak up in a society where they are voiceless. It’s made me a lifelong advocate for girls. Alexandra Stein ’06 ___________________________________ It provided opportunities for leadership and to see other girls holding leadership positions. Susan Duggan Smith ’87
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“How did attending an all-girls school impact you?” It encouraged me to tackle life fearlessly and pursue unconventional dreams wherever they led. BJ Williams Certain ’65 ________________________ Baldwin taught me how to find my own solutions to life’s situations. The broad based education, with depth and diversity of approach, as well as interactions of subject materials, arts and sports, instilled a capacity for thought and endurance. My deepest and life-long friendships were started at Baldwin. My loyalty to the community, which continues to make the school an educational powerhouse, remains strong. Penny Tsaltas Lisk ’77 ________________________ I was lucky enough to call this school home for 14 years. I learned to be who I am without question and found my passions. The relationships I generated at Baldwin will be my friends and my sisters for life. Baldwin pushed me academically and emotionally. I learned to be a strong women’s advocate through the relationships I built with my friends and faculty members. I learned the power of knowledge. Single-sex education teaches individuality, academic perseverance and the power of your voice. Lulu Cohen ’16
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If you choose a co-ed college environment, what do you think the transition will be like? It may be slightly shocking at first to get used to having males in the classroom, but I don’t think it would take a large amount of time or effort to transition. Jada, Grade 11 I don’t think the transition will be too difficult, despite growing up in a single-sex environment. Baldwin has taught me to be confident in myself, and that confidence will help me academically and socially. McCaleigh, Grade 12
I THINK THE TRANSITION TO A CO-ED COLLEGE WILL BE VERY SMOOTH. I HAVE A BETTER ABILITY TO DEAL WITH MYSELF AND MY VOICE, AND I WILL BE ABLE TO CONFIDENTLY MEET AND INTERACT WITH NEW PEOPLE AND PARTICIPATE IN DISCUSSIONS. AVA GESSL ’21
What do girls need to succeed? Girls in the world need more education, because there are some girls who don’t even get the most basic education in some areas of the world. Things like learning the alphabet are not available to these girls. It is hard for them to achieve in life and be equal in education with other children when they don’t have a chance to learn the basic things. Girls need to know that they can do anything. They need to know that people are supporting them. No one should be held back by who they are. Grace, Grade 4 I think a girl needs things like support, encouragement and opportunities. I also think a girl needs things like fun, friends and time to do what they want. Eesha, Grade 7
GIRLS NEED TO HAVE CONFIDENCE AND PRIDE IN WHAT THEY DO. THEY NEED TO USE THEIR VOICE AND STAND STRONG. DAPHNE YORKS ’26
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I believe a good education can change one’s life. In a world with traditional stereotypes and gender bias saying that males are better than females, a good education is what girls need to make their lives better. Yuru, Grade 8 Girls need other girls and women to act as role models, support them as peers and stand by them in solidarity. Female companionship and leadership is essential to a girl’s growing up. Grace, Grade 9 Girls need to be told that they are capable of doing anything as long as they work hard. The world will tell them differently, but with the support and encouragement from our classmates and the adults in our lives, we will gain the confidence and courage to follow our dreams — no matter how impossible they may be. McCaleigh, Grade 12
In our classrooms, on our athletic fields, in our studio spaces and on our stage, our students are building leadership skills, embracing learning and practicing respect and team building. The support of our expert faculty in incorporating these skills across disciplines will help prepare our students not only for higher education, but for life beyond college and careers in an ever-evolving world. Providing this nurturing space that encourages our girls to continually strive for greatness requires significant resources. We are fortunate to be able to count on the generosity of our community to help provide the support needed to maintain the high standards we set for programming, facilities and faculty. The Baldwin Fund makes so much of this possible. Each gift to The Baldwin Fund is a key part of the fundraising efforts that allow us to honor our rich traditions while blazing a trail to the future through our pedagogy and co-curricular activities.
Make an investment in Baldwin’s future today with a gift to The Baldwin Fund by visiting www.baldwinschool.org/gift.
Nonprofit Organization U.S. Postage
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Permit No. 13 Conshohocken, PA
701 Montgomery Avenue Bryn Mawr, PA 19010
Celebrating
CLASSES OF PURPLE
Highlights include:
Classes of Purple Dinner | Alumnae Awards | All-Alumnae Picnic Alex Wake ‘05 Memorial Run and 1 Mile Walk For additional information about Reunion Weekend and general alumnae inquiries, please contact The Office of Advancement and Alumnae Engagement at alumnae@baldwinschool.org or 610.525.2700, ext. 231.
Baldwin Alumnae
Baldwin School Alumnae
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