Cathedral Magazine (Spring 2023)

FROM KINDERGARTEN TO 8TH GRADE

Guest-Edited by Upper School Students

Every trimester, Upper School students enroll in an elective course that meets several times each calendar cycle. Covering a wide range of subject areas and topics, electives give students a chance to strengthen relationships, sharpen skills, or try new things in a fun and supportive environment. In Fall 2022, 11 students enrolled in a new elective, presented in partnership with the Office of Institutional Advancement—Cathedral Magazine Student Editorial Committee.

From September to December, students learned about the publication process, developed and pitched stories, wrote news articles and features, and explored principles of design and photography to help shape the Spring 2023 issue of Cathedral magazine before you. Immense thanks to this wonderful team (pictured above) for their enthusiasm, creativity, and collaboration. We hope you enjoy the issue!

FEATURES

14

The Installation of Erica L. Corbin

Cathedral’s 19th Head was formally installed in a ceremony celebrating our Past, Present, and Future

19

From Kindergarten to 8th Grade

Cathedral’s youngest and oldest students share a special bond— partners in leadership and learning

26

A Fine, Feathered Farewell

Saying goodbye to three beloved and unique community members— peacocks Harry, Jim, and Phil

32 Core Values: The Cathedral School CV

Collectively comprising a Curriculum Vitae, our Core Values offer students a roadmap for learning and life

38

Celebrating Absalom Jones

The life and legacy of Absalom Jones inspire Cathedral’s commitment to social justice and community life

DEPARTMENTS

03 Notes from Amsterdam Avenue

10 On the Close

12 Uniquely Cathedral

42 Beyond Cathedral

48 The Last Word

Getting the Story and Falling in Love

Watching the Teenage Mutant Ninja Turtles make another comeback has reminded me of one of my childhood heroes, April O’Neil. April was the intrepid New York City journalist who served as the trustworthy human friend to the Turtles, and she was my inspiration to begin a student newspaper in my elementary school. My classmates and I shared all the news fit to print about 4th grade life in Calverton, New York: field trip reviews, new student interviews, and some highly questionable student-crafted recipes.

By the time I was attending high school in Tennessee, I was using my press pass to explore community reactions to the new bulldog mural in the gym, the effectiveness of our student-to-student mentorship program, and whether or not occasional tardiness was taken a little too seriously. When I was the opinion editor of my weekly college newspaper, our faculty advisor delivered a classic line of critique that changed the course of my life: “Don’t fall in love with your words.” It was an important lesson in remembering that our newspaper staff was a team that would only succeed if we created room for one another, absorbed each other’s feedback, and never forgot that our audience was much broader than our small campus.

This issue of our annual publication features some very special guest stars: Upper School student editors from our magazine elective class. Through visuals and texts, these students have used the pages ahead to shape and share their own Cathedral stories. They even put down their excellent camera phones to make use of genuine disposable cameras, with real film! This magazine will highlight reflections on leadership, creativity, and connection between our students and far beyond, especially as we tell stories about some of the most beloved aspects of our community, including our unique identity as a K-8 school, our fabulous peacocks, Cathedral’s seven Core Values, and Lower School Assembly— just to name a few.

One thing that will be missing from this issue is a response to the advice I received from my college advisor, because trying to not fall in love with our words about Cathedral has proven to be an impossible task. The past school year has repeatedly demonstrated the kindness, generosity, and close ties of this exceptional community. May the words and images that follow allow you to hear our voices and see our daily life in a way that affirms our place as a school that has historically valued differences, challenges, and innovation.

Thank you for being part of our shared Cathedral story. s

Throughout the day, students engage in classroom conversation, partnered and self-guided work, hands-on electives, arts, music, and more—conveyed here in a series of snapshots taken by Upper Schoolers on disposable cameras. “These photos capture studying and friendship at the same time,” says Clara G. ’24—two crucial components of life at Cathedral!

Notes from Amsterdam Avenue

Book Fair and Author Visits Turn the Page

BY RAE B. ’26

Beloved Parents Association initiatives, the annual traditions of the Book Fair and Author Visits at The Cathedral School are always met with enthusiasm from students, families, faculty, and staff.

The Book Fair takes place in the fall, and students get one period during the day to shop for books! “The Book Fair is different this year because we’re just coming out of COVID, and there are more in-person events,” said Ella M. ’26. “I love going to the fair and picking a few books out of a wide variety of genres.”

It’s not only students who love the Book Fair. Teachers also enjoy it!

“The Book Fair was very fun and successful this year,” says Nazia Jannat, Upper School science teacher. “I love the huge book selections and the large variety. It’s exciting to get time off in between classes to go shop for books!”

Author Visits also take place in the fall. Every year, a few published children’s authors visit nearly every grade and answer questions about their book and what it’s like to be an author. The visitors this year included Sharnette DonacienOkias, Susie Jarmillo, Robin Newman, Karina Yan Glaser, Lindsey Stoddard, and Brendan Kiely. Both the Book Fair and Author Visits are always something students, faculty, and staff at Cathedral look forward to, and it’s safe to say that they can’t wait for them to happen next year.

Returning to Normal Students Enjoy Ski Trip

BY LINDSAY H. ’24

A longtime tradition in the Upper School is the annual Ski Trip to Greek Peak in Upstate New York. It had not happened since February 2020 due to the pandemic, but this year, the ski trip returned for 7th and 8th graders! Ella F. ’24 said, “I am most excited for skiing with my friends, getting to see people ski and their abilities, as well as bonding with my classmates.”

There was also a new opportunity for 8th graders to learn to ski in February, with Cathedral participating in Winter4Kids, located at the National Winter Activities Center in Vernon, N.J. All Cathedral 8th graders were given this very special opportunity to ski, snowboard, and strengthen community connections. This was a great chance for 8th graders to be exposed to skiing and build confidence in advance of the trip to Greek Peak.

The Banners are Back!

BY ZAHRA Y-Z. ’25

For many years, it has been a tradition at The Cathedral School to include a homeroom banner, decorated with letters that have been made by each student in the class, in each of the group yearbook photos. For the past few years, we were unable to take these group photos due to the COVID-19 pandemic, but amidst lifting restrictions, they returned in 2022-2023!

The class letter banner project has been going on for more than 10 years. For the first few years, each grade had a different theme. This year, there was one prompt for everyone—to include everyone’s name on it. When asked what he thinks the purpose of this project is, Brian Delacey, Upper School art teacher, said, “To make the yearbook photos more colorful, and to include every student in the first art project of the year.” He said that if he could describe the project in three words, he would choose, “Colorful, creative, and cool.” The return of the class banners was exciting for everyone who was able to participate.

Familiar Faces Take On New Roles

ALICIA CHRISTIAN School Nurse

BY LEAH R. ’24

At the start of the 2022-2023 school year, Nurse Alicia Christian joined The Cathedral School as our full-time school nurse after working as a substitute nurse the year before. Chief of Staff Devoynne Prophet said, “I really liked working with Nurse Alicia last year, and I was thrilled we could hire her this year.” Nurse Alicia has proven to be an amazing fit at Cathedral.

Nurse Alicia used to work at many other independent schools around New York City. Being a nurse means a lot to her, and she says that one of her favorite parts is caring for people and helping them feel better.

Students always feel very safe and trusting when they go to the nurse. One student said, “Whenever I go to the nurse, I know I will be treated with respect, and she always makes me feel better!” Nurse Alicia echoes this sentiment: “There is a genuine joy here at Cathedral, in the way kids act with each other, their teachers, and with me. People feel welcome and like they can be their true selves.”

BEN MARTIN ’09 Kindergarten Associate

BY CLARA G. ’24

Have you ever wondered how The Cathedral School has changed over the years? Benjamin Martin, 2022-2023 KD associate teacher, was also a Cathedral student! He had a lot to say about Cathedral, then and now.

When asked what his favorite thing about Cathedral was as a student, Mr. Martin answered, “I really enjoyed the friends that I made here. I loved being here in terms of the area and being able to go to the Pulpit Green, and I am grateful for the teachers who made it all work.” Luckily, none of those amazing aspects of Cathedral have changed.

However, not everything about Cathedral has stayed the same, either. “The school has expanded so much, whether that’s physically and in its beliefs,” said Mr. Martin. Still, he loves that “Cathedral still has its Core Values and its determination for each child to succeed. I think Cathedral has stayed consistent with what it delivers and is always looking for new ways to expand learning and student life,” he said.

JAMIE SOLIS Educational Technology Integrator

BY WILL M. ’26

What is the role of an Educational Technology Integrator? Jamie Solis is happy to share.

“In this position, I partner with teachers from K to 8 to enrich and extend the units they’re already doing with the introduction and implementation of new tools and technologies,” said Ms. Solis. “I recently worked with 7th grade math to help students design and 3D-print chess pieces using geometric forms, and I have been working with 1st grade to enhance their traditional Cathedral study by digitizing their guidebook and making it accessible for blind and low-vision users.”

Formerly a kindergarten associate teacher here at Cathedral, Ms. Solis is an avid DJ and also works as director of Cathedral’s summer STEAM Camp. Comprehensively, her goal as a Cathedral community member is to join academics and technology together in a way that makes teaching and learning easier for all.

Lower School Carefully Considers Writing Curriculum

BY OLIVIA M. ’24

Lower School writing has always been a noteworthy part of the School’s curriculum, and throughout this year, Cathedral teachers have been working together to refresh and align the program through the grades. Teachers spent a day each month meeting with Dorothy Barnhouse, an expert in writing instruction, in order to improve the curriculum and reflect on the overall writing process. In between these meetings, teachers revised and edited master documents created over the summer. “Our goal is for consistency,” says Laura Higgins, Head of Lower School. “The Cathedral writing curriculum is growing in a connected way.”

There are many things that separate the Cathedral Lower School writing curriculum from others. “Cathedral is committed to meaningfully integrating writing with other curricular areas, from social studies to math,” says Rachel Geringer-Dunn, Grades 3-5 Learning Specialist. “We are very thoughtful about balancing genres, like personal narratives

and persuasive writing, with critical writing mechanics, like grammar and punctuation.”

The School is very dedicated to the Lower School writing curriculum, especially the writing teachers themselves. “My favorite part of teaching writing is when students begin to see themselves as authors and want to share their writing with friends and teachers,” says Mandy Cole, Grades K-2 Learning Specialist. “I love to see students develop more confidence in their writing abilities once they have had lots of opportunities to revise their stories by getting ideas from others.”

Many students who learn how to write at Cathedral grow up to become exceptional writers, including students still at the School today. “I like how I get to have personal conferences with the teachers,” says Claire M. ’27. The Cathedral Lower School writing curriculum continues to improve every day thanks to the hard work and devotion of Cathedral’s amazing teachers.

Social Emotional Learning Spans Divisions

BY BEN VANDENBERG

Cathedral’s Social Emotional Learning curriculum focuses on helping students gain skills in self-awareness, self-management, social awareness, responsible decision making, and empathy. Dr. Barbara Whelan, Lower School Consulting Psychologist, explains the importance: “Emerging from the pandemic, we all really need these self-management skills that some of us may have lost during the pandemic or the social awareness skills that were stunted and stilted. I also think as a society we’re starting to better understand that emotional intelligence is as important as cognitive ability.”

Lower School students are introduced to social emotional learning through the Mind-Up Program and Second-Step Lessons. Facilitated by specialists, Mind-Up focuses on sensory awareness. Breathing exercises help students recenter, and students are also taught a mindful approach to movement, tasting, smelling, and listening. Mind-Up transitions into Second-Step Lessons, where students focus on skills for learning, empathy, and emotion regulation. When emotions arise during the school day, teachers can reference the many tools students have learned to manage and respond appropriately.

These conversations deepen as students move into the Upper School, where there is a strong focus on taking inventory of emotions and thinking more introspectively about how and why students feel the way they do. Students use the Orah Mood Tracker as one of their tools to do this. They log-in during homeroom or advisory and describe what their mood is in that moment, also choosing an emoji that describes their mood. This practice helps students recognize trends in their own feelings, and a select number of faculty members and advisors have access and can see if there are any patterns they may need to address.

“The kids can track themselves and notice what patterns there are, but we get to notice them too,” explains Dr. Mark Thomas, Upper School Psychologist. “But the whole idea is that kids become more familiar with taking inventory of their emotions. It’s just sort of tuning in and taking a couple of minutes to feel what they’re experiencing. That in and of itself is a really valuable tool for kids.”

Affinity Groups Offer Supportive Space for Students

BY ELMARY R. ’23

An important aspect of Cathedral’s equity and engagement programming, Upper School Affinity Groups are for individuals who identify as members of a certain group and can speak to the experience of being a member of that group from the “I” perspective. They are important because they ensure an inclusive environment where all are valued, included, and empowered to succeed. They also provide a collective voice for those with shared backgrounds and common interests.

At Cathedral, there are many Affinity Groups including Black, Latinx, Mixed, and Asian Pacific Islander Desi American, as well as affinity spaces for Jewish students, members of the LGBTQ+ community and their allies, and a white anti-racist club. Terri Decker, Associate Director of Admissions, coordinates the Mixed Affinity Group for students, and she explains: “Affinity Groups are there to provide mirrors and remind students and community members that they are not alone in their experiences and feelings, especially as they learn more about the world and themselves. Time to gather in Affinity Spaces is important because it fosters a sense of ownership in their community and a strong sense of self.”

Dr. Mark Thomas, Upper School Psychologist, says, “Affinity groups help Cathedral students strengthen understanding of their own identities by giving them space to share their experience and perspective with others in a safe, supportive environment— a key component of the philosophies of The Cathedral School.”

Cross-Curricular Cathedral

BY BEN VANDENBERG

Cross-curricular projects have become a major part of the Cathedral School curriculum in both the Lower School and Upper School. These projects help foster a deeper understanding of coursework by building connections across different academic subjects, allowing students to develop knowledge, comprehension, and skills in a creative manner.

Teachers at Cathedral have enjoyed engaging in these projects because they often learn from colleagues, as well. “I’ll always welcome the chance to partner with a teacher to help me see things in another light,” says Upper School English Teacher Peter Harrison, who collaborated with Upper School Art Teacher Brian Delacey to help his 7th grade students develop abstract paintings in response to the novel Pet by Akwaeke Emezi (pictured below). “He offered me so much I hadn’t even considered—as an art teacher, he’s seeing things visually in a way that’s less familiar for me. It certainly helps students, but it also really helps me to think and collaborate with a teacher on a different subject.”

In addition to art, cross-curricular initiatives have taken place across nearly all subject areas, including world language, math, science, reading, and writing, becoming an essential tool for students to make deeper connections with the subjects they’re exploring.

GHOST SHOE PROJECT

Sixth grade students in Chryzl Goco’s English class read the novel Ghost by Jason Reynolds, which is about four kids from vastly different backgrounds who are all chosen to compete on an elite middle school track team. In Ghost, running shoes play an important role, and the novel explores the relationship that socioeconomic status, ability, and family have on the main characters, as embodied by their shoes. After reading and discussing the novel, Cathedral students had the opportunity to demonstrate their understanding of these complex relationships by molding and painting clay shoes in Mr. Delacey’s art class. “With Ghost, I’ve always wanted the students to design a shoe because it’s such a big symbol in the story,” says Ms. Goco. “I’m always pleasantly surprised when students work on my English project in another class because they’re spending more time thinking about themes, conflict, and character as they’re doing their art. I always want them to make real life connections, and oftentimes the best way to do that is hands-on activities.”

2ND GRADE T-SHIRT FACTORY

Linking math, technology, social studies, and art, the 2nd Grade T-Shirt Factory invites students to design, produce, and sell their own t-shirts, inspired by a New York City borough. Students create a ledger to track orders and sales and use iPads to design unique company logos. And finally, in art class with Kristie Valentine, students screenprint their designs onto t-shirts. The expansive project helps give students an understanding of the many practical applications of their curriculum.

“I think that they have a much better understanding when a subject is introduced in another class, giving them a fuller sense of the range and possibilities of a project,” says Ms. Valentine. “They’re applying what they’ve learned in their math class and creating something practical in art to support it, which really enhances what they’re learning across the curriculum.”

Renée M. Chung In Loving Memory

On February 17, 2023, we lost a beloved member of the Cathedral community— Renée M. Chung, Director of Admissions. Renée came to The Cathedral School in July of 2022, bringing an indelible warmth, passion, spirit, and style to her work. She was a respected member of the New York City independent school community and a steadfast advocate for equitable and inclusive education. We are fortunate to have shared our hearts and our halls with her and will forever remember the incredible joy she inspired.

On the Close

The Cathedral School Parents Association transformed the Pulpit Green into a Pumpkin Patch on a gorgeous autumn afternoon

The Cathedral School’s 11-acre campus is beautiful in every season, but as immortalized in the song, there’s really nothing like autumn in New York. On a gorgeous October afternoon, The Cathedral School Parents Association hosted an inaugural Pumpkin Patch for Cathedral School and ACT families complete with pumpkins to decorate and take home, cinnamon doughnuts, hot apple cider, and live music from Upper School parent John Rudolph and his band They Might Be Parents.

“The idea for the Pumpkin Patch actually came from [Head of School] Erica Corbin—she wanted to bring all Cathedral families back together and enjoy time with each other on the Close,” says Julia Harris, PA Co-President. Volunteers sprang into action, bringing this festive fall vision to life.

“It was an absolutely beautiful day—the sky was so blue—but what I remember most is kids dancing to music that their parents all knew,” shares Harris. The Pumpkin Patch provided families with a chance to hang out, chat, and get to know each other better while enjoying the grounds and each other’s company— the aim of every PA event.

“If you ask almost any Cathedral family of any era, they say that the community is what drew them here, what they’ve loved most about it, and what has stuck with them beyond,” says Harris. “With all of our events—Book Fair, Winterfest, Spring Fair, and more— the PA works to help families strengthen ties with the School and with one another.”

According to Head of School Erica Corbin, these family ties are a unique benefit of the K-8 experience and a strong case for active community-building. “I’ve been thinking a lot lately about how the K-8 experience is as much an experience for the parents and families as it is for the students themselves,” Ms. Corbin reflects. “Just as our students spend nine years together, parents do, as well. Coming out of a very difficult time in which we weren’t able to gather, I want to invest in the community life of our school by giving families a reason to get together. What I have learned about good gatherings is that people need an invitation, a location, and something to eat. Because there are no shortage of beautiful locations on the Close—and doughnuts are always a good idea—the Pumpkin Patch turned out to be a wonderful gathering. It was great to see everyone back together.” s

What

are faculty and staff members’ Passion for Learning subjects?

Representing one of Cathedral’s Core Values and the School’s mission to imbue an excitement for education in all students, Passion for Learning presentations are a beloved tradition and an important rite of passage in Lower School Assembly. Each year, every 4th grader works with a faculty or staff advisor to prepare a speech on a subject of their choosing—cooking, singing, biking, animals, anything they’re passionate about!—and present this passion to Lower School students, teachers, families, and friends. In a fun twist, Cathedral students thought it would be exciting to ask Cathedral faculty and staff what their Passion for Learning topics might be. Community members answered the call, sharing a wide range of interesting and exciting Passion for Learning subjects.

I love the infinite possibilities of chess games, the geniuses that play at the highest levels, and trying myself to climb the ladder by learning new openings and end games.

I have danced my whole life, starting with my dad as a little girl. I was a dance teacher until I was 22, earning my undergrad degree in Dance (specifically Jazz and Musical Theatre). My dance teacher growing up was one of the first Rockettes, and I literally grew up in high heel tap shoes... cue the Jazz Hands!

My Passion for Learning is knitting. As a craft, it is calming, creative, and fun. While process is more important to me than product—and I mostly knit for myself—I do enjoy knitting for anyone in need of something either frivolous or practical or both. And although knitting is basically just two stitches performed in a variety of ways, there’s always another combination to learn, and my passion never wavers.

I’ve gone on and led many canoe trips. Some were short, only 4-5 days, while others were much longer. The longest trips I’ve taken lasted 45 days and covered over 350 miles, all by canoe. There are no distractions on a canoe trip—all you have are your paddle, your gear, the boat, and the river. There is something special about that kind of simple living to me and that kind of connection with nature.

Motorcycles are my Passion for Learning because I got my motorcycle license in May 2021 and have been trying to learn as much as I can since then. I’m interested mostly in defensive riding and safe operation of motorcycles, particularly in urban settings. I’m also interested in the mechanics of motorcycles and will be taking some courses on basic maintenance.

Benjamin Martin Kindergarten Associate Chess

Ben Jacoff 4th Grade Wilderness Canoe Tripping

Lucy Oswald Physical Education Motorcycles

Ashley Philips Kindergarten Tap Dancing

Terri Huggins Decker Admissions Knitting

I am a Black American and have a fascination with my people’s history in shaping this country. I spend time learning about historical events and culture. I own many cookbooks and try recreating traditional recipes. This passion also strongly influences my spirituality where I use African American gospel hymns and folk music in prayer.

I have painted since I was in kindergarten and have loved the way it allows me to express myself ever since! When I have free time, I love painting landscapes that reflect how I’m feeling in a moment. I enjoy playing around with various techniques, paints, and colors.

I started to play the uke at a tough period of my life, and it got me through some challenging times. I now enjoy playing alone, at School, or at home with my family. I love to learn new songs and practice. Hopefully when I grow up, I can be in a band on lead uke.

Cooking! I love to read cookbooks and find new recipes, and my favorite thing in the world is to host dinners with friends and loved ones. Food is love!

I would choose scuba diving because I love to learn about our oceans, what is under the surface, and how to protect our waters.

I am curious about the process of making good habits and about improving consistently every day. I just finished listening to Atomic Habits by James Clear, which I absolutely loved. There are a lot of tips that the author has shared that help me think about habits in a completely different way.

My Passion for Learning would be “learning a new language” because I think being able to communicate with others is an important skill. I also just love how other languages sound, especially growing up with three different languages.

My Passion for Learning topic is reading because it allows me to relax, escape the realities of everyday life, and be transported to another time and place while learning about different people’s stories and adventures.

I have a passion for crafting. I enjoy embroidery and quilting. I find it relaxing, and I learn a lot through trial and error. I like to use my passion to make gifts for loved ones.

My Passion for Learning would be sharing the rules on the water for driving a boat, because I’m newly boat-licensed!

Jaclyn Berney Director of High School Counseling Crafting

Deja Williams Lower School Science African Americana

Maxine Costello US Learning Specialist Scuba Diving

Kaitlyn Chyau 1st Grade Painting

Neeraj Nagpal CFO Making Good Habits & Self Improvement

Maria Anagnostopoulou Upper School World Language Reading

Gina Gore Chaplain Boating

Laura Higgins Head of Lower School Cooking

Terry Pfeifer Physical Education Ukulele

Marilyn Diosa 2nd Grade Learning a New Language

After beginning her tenure as Cathedral’s 19th Head of School on July 1, 2021, Erica L. Corbin was formally installed on October 14, 2022 at a ceremony celebrating the Past, Present, and Future of The Cathedral School.

Hosted by the Board of Trustees, the program featured remarks from honored guests, including Katie Conway, President of the Board; the Very Reverend Patrick Malloy, Dean of the Cathedral; Edith Thurber, former Head of Upper School; and Troy Wagner, former Vice President of the Board; affirmations from students, parents, alumni, and faculty; and musical selections from the Cathedral Choristers and Violin Teacher Melanie Baker, as well as an original poem by Linda Carter Brown, longtime Cathedral faculty and staff member. After the service, guests gathered to enjoy a reception in the Cathedral Crossing.

A highlight of the evening was Ms. Corbin’s Installation Address, excerpted within these pages.

PHOTOS BY MARJORIE BECKER

An Installation is an event that typically happens in the early days of a new Head of School, as a way to formally welcome new leadership and introduce them to the community. After the year we have had, I think we know each other pretty well by now… But as I’ve thought more about it, this tradition truly serves as a way of making commitments and standing by them. It serves as a way of showing up for one another. It serves as a way of remembering that we belong to each other.

It also serves as a means of holding me accountable to this school.

Cathedral is 121 years old now, and this community decided that I could keep that going. That’s not a small decision on your part. And if we’re being honest, I think any new Head of School, some of whom are here tonight, routinely thinks, “...Me? You think that I can do this? Regularperson me?” I certainly had those moments last year.

But as many can attest, I give a lot of advice to my students—I give a lot of advice to my colleagues and friends as well, whether they like it or not. And one piece of advice that I end up sharing, year after year, is this: When someone believes in you, how dare you insult them by telling them that they are wrong. You believe in me, and I trust that you know what you’re talking about.

But let me say this: I can feel uncomfortable hearing people say that I am fabulous, or that I am extraordinary, because I don’t always see it. And part of why I don’t see it is because I am surrounded by educators and leaders who are fabulous and extraordinary, and when something is around you all the time, it becomes easy to miss. But I want you to know that in this room right now are some of the most exceptional leaders you will ever come to know: young leaders, “seasoned” leaders, leaders of all genders and expressions, leaders of

color, queer leaders, leaders who come from wealth and leaders who don’t know from broke, all-of-theabove leaders—so many of whom are incredible educators to boot.

Every old school carries balloons and burdens from its history. Those founding years can serve as an incredible north star and a reminder of the value of risk-taking. They can also keep a community mired in days long past, players long retired, and fiction masquerading as memory. The life of Toni Morrison was honored in this very cathedral, and she taught us that if we want to fly, we have to give up that which weighs us down. Every school needs to consider its mission, and what gives it wings, and what weighs it down. That’s not being critical, that’s remaining relevant. And Cathedral, more than any other school I know, has quietly and fiercely maintained relevance.

Without fanfare or fawning, Cathedral has been ahead of the curve in determining who could attend the school, in terms of race and gender.

Cathedral has been ahead of the curve in determining who could lead within the school, in terms of gender, sexuality, religion, and race.

Cathedral has been ahead of the curve in shaping our curriculum, in terms of all those previous identifiers and then some. We know that to reject change would lead to us becoming stagnant, and stagnant schools fade away like a Polaroid in reverse. We’re not going out like that.

There is an inherent challenge in being an “Episcopal school for children of all faiths.” And it’s a challenge, not a problem. This is a setting that I find invigorating, as a former youth group leader who found it spiritually necessary to trouble so much of what I had heard from

church leaders, which was often at odds with the beauty I saw in the variety of people my parents and grandparents welcomed into their homes and into my life.

If we really want to do something with this one wild and precious life that we have, the only question that matters is a question that is the bedrock of the Episcopal faith, a question that is answered in the heart of every truly admirable American, a question that is embedded in the actions of every global icon deserving of our praise, which is: How are we respecting the dignity of all people? How am I respecting the dignity of all people? How are you respecting the dignity of all people?

I can wrestle with a whole lot academically and spiritually, but as someone who believes deeply in equity work, as someone who is a descendant of the oppressed,

persecuted, and exploited, as someone who loves many people whose sheer existence is resistance, I have nothing but a red-hot embrace of being called to see the dignity of all people. And at Cathedral, we know we will learn more and better when we recognize the dignity of all people. At Cathedral, we know we will teach more and better when we recognize the dignity of all people. At Cathedral, we know we will lead more and better

when we recognize the dignity of all people. Because that recognition is perfect. It is the greater good made manifest. And it is rare. When we center ourselves, as a school, in respecting the dignity of all people, we are affirming and further establishing generations of relevance.

And, we will fail at that task, repeatedly. And then we will try again. It won’t often be perfect, but it will always be better than not trying. And there are moments when it will be perfect…

To those of you who are members of the Cathedral community, as students past and present, colleagues past and present, parents past and present, for you, I have a question, with apologies to all the ’90s hip-hop fans, because it will so often come back to this: When did you fall in love with Cathedral? Do you remember what did it? Do you remember where you were when it happened? I can point to the spot on the driveway when it happened for me, on the

way to my first interview in 2006. It’s not very far from the spot where you can find me most mornings during drop-off.

And that’s where I was standing when Howard Nusbaum, America’s Uncle, walked up to me during my first weeks back as Head of School, and he gestured toward the school building, and the sun shining above it, and the gardens surrounding it, and the cathedral next door to it, and he said, “I hope you never get used to this. I’m still not.” I think the thing that connects all of us here with Cathedral ties is that whether we are in our first month or our 33rd year, whether we have been away for years or are coming back tomorrow, we never get used to this. This place, this community, this magic, this legacy, there is absolutely nothing else like it. Thank you for being the beating heart of this place. Thank you for making what we do here often imitated but never duplicated. We don’t get many second chances in this life, so I thank you for making me part of the Cathedral love story, twice. s

After the Installation, Cathedral School students, parents, alumni, faculty, staff, and friends enjoyed a reception in the Cathedral Crossing.

Opposite: After being formally Installed by the Right Reverend Andrew ML Dietsche, XVI Bishop of New York, Erica Corbin prepares to address the community.

Below Left: Violin Teacher Melanie Baker presents a musical selection during the program.

Above: Erica Corbin poses with Board President Katie Conway and Board Vice President David Gray. Conway and Gray delivered a toast at the reception.

“

The School is a better place because you always listen and put things into consideration. Congrats on being our Head of School!

“

Congratulations, Ms. Corbin! I feel so welcomed when you greet me in the driveway, with the music that inspires me to have a good day.

The eyes of your heart Are always open ~ searching

For the brilliant radiance in everyone You believe they possess.

A robust sense of self ~ humility

Unprideful confidence arms you with authentic courage to seek truth. Charm, witty humor, creativity, charisma strength, patience and kindness gives you competence to lead Cathedral School with its deep - rooted Traditions while pursuing new discoveries

In the shepherding of our precious flock~ The children ~ of this bustling center of learning.

Being Head of School isn’t easy, but YOU’VE GOT THIS! You are going to be a great Head of School!

“

We are so happy to have you here at Cathedral! You do so much for our community, and we are so grateful for you!

JUNIA E. ’27

CLAIRE M. ’27

FINN M. ’24

LIBBY W. ’24

Poetic Tribute for Erica Corbin, by Linda Carter Brown

As a special surprise, Laura Higgins, Head of Lower School, and Dr. Worokya Duncan, Head of Upper School, presented Ms. Corbin with a book of drawings and letters of encouragement from Cathedral students.

Learning Hand-in-Hand

When kindergartners and 8th graders walk hand-in-hand at the start of Convocation, it represents not only the start of a new academic year but also the transformative trajectory of a Cathedral School education. As our youngest and oldest students make their way down the aisle, each is inspired to stand a little taller as they recognize themselves in one another—partners in leadership and learning.

BY DANIEL HRDLICKA PHOTOS BY MARJORIE BECKER

FROM KINDERGARTEN TO 8TH GRADE

From Kindergarten...

“Kindergartners know that school is a journey, and they come in understanding that they’re the youngest and the 8th graders are the oldest,” says Kindergarten Teacher Cynthia Diaz. “There’s this initial stage of nervousness and excitement, but as soon as they are paired up at Convocation, they share those smiles and walk in together. From that moment on, kindergartners can spy those 8th graders anywhere on campus, and it’s really amazing how they all go out of their way to say hello to each other.”

This initial connection at Convocation sparks curiosity and sets the foundation for future interactions—a bond strengthened by collaboration and conversation during shared curricular and co-curricular activities. “We build programs where the 8th graders prepare lessons with the kindergartners,” Ms. Diaz continues. “They discuss a book, hear each other’s answers, color, and create something together, and so the

kindergartners get to see that these topics that we talk about— caring, being kind, standing up for yourself or someone else—are topics that our 8th graders are also quite familiar with and are still learning about themselves.” This realization fosters a sense of unity and, through modeling, empowers kindergartners to understand that they, too, have the capacity to make a positive impact on others.

This unique relationship is further solidified during lunchtime routines, as two 8th graders help serve lunch in the Kindergarten Center every day—an important leadership responsibility. Kindergarten Teacher Ashley Philips notes that some kindergartners may initially view the towering 8th graders with awe and intimidation, but, as they engage in conversation and discover shared interests, a profound transformation occurs. Ms. Philips explains: “They start to feel connections with them… it’s not just these big people in the hallway. Rather, it’s so-and-so—I know their name and they know mine. We talk a lot about community, and that’s when it happens. It’s not just the word—it happens by having these 8th graders sit down in tiny little chairs, talk to them about what they like, and help them make their sandwiches and prepare their lunch plates.”

Furthermore, the 8th graders themselves experience a sense of nostalgia when they enter the kindergarten classroom. “They say, ‘I remember when I was in kindergarten,’ and then the kindergartners have a moment of, ‘Oh, I’m going to be that person and get to come down and remember when I was in kindergarten,’” Ms. Philips says, “so it’s this connection of being older, being younger, looking at each other and saying, ‘I see myself in you.’”

As kindergartners begin to recognize 8th graders as the students they themselves will grow into, the teachers, associates, and specialists also help them stay grounded

in the day-to-day growth of kindergarten, teaching them how to live and learn as a member of a community. “They have their home community, neighborhood community, and school community. There are all types of people and students helping them, and so they start to think of ways of giving back and helping others,” says Ms. Diaz. “We want them to feel like, ‘I am a student, this is my job, and I’m doing it in a supportive and safe environment where everyone has something that’s hard for them some days and everyone has something they can help with on some days.’”

“I think kindergartners come in, and it’s age-appropriate for them to be very much looking inward and thinking about the ‘me,’ but we want to go from ‘me’ to ‘we’ by the end of kindergarten,” says Ms. Philips. “Yes, we want them to be reading at a certain level; yes, we want them to be writing; yes, we want them to have a strong number sense, 0 through 20, but at the end of the day we really just want them to care about each other. I feel like kindergarten really is an ecosystem where each thing affects the other, and when one thing is out of balance, it can’t work. And so we really talk about how we need to help each other and look after one another. Our Core Values—Kindness, Integrity, Responsibility—are big words, and we talk about that. They really are the foundation, learned in kindergarten, and strengthened through every grade.”

Advice from the Class of 2031 to the Class of 2023:

If you are nervous in your new school, put your hand on your tummy, count to three, and name your feeling. That is a good strategy for feeling calmer when you are scared to do something new. It helps you feel good.

If you are scared of having a quiz and getting something wrong, remember your teachers will help you through it.

When you have feelings, know your teachers will always be there to talk about them.

Don’t forget your old friends at Cathedral are still your friends.

Don’t worry about having new teachers—your teachers will not be mean to you because they know you are new. Go into the new school and be yourself. Your teachers will love you a lot, lot, lot!

Don’t worry, you will have a good time!

Play with lots of new people to see if you can be friends or not!

Learn this song and sing it to yourself whenever you need it:

Make new friends, But keep the old, One is silver And the

other’s gold.

...To 8th Grade

uncertainties that students might feel, even just by their presence and visibility. Younger students see them and think, ‘If they can get there, I can get there, too,’ and that’s special and deeply reassuring.”

According to Dr. Worokya Duncan, Head of Upper School, this happens both naturally and with great intentionality. “Because 8th graders maintain relationships with younger students, they can speak to the natural questions and

“The high schools we work with tell me that Cathedral students are known for being kind, empathetic leaders,” says Jackie Berney, Director of High School Counseling, “and we see that in their generosity as they work with younger students. Because 8th graders have gone through the whole Cathedral experience, when they see a younger student going through something, often they’ll offer to lend advice, speak with the student, or help them on a sports team or in the high school application process. They’ve persevered through challenges, and they often feel pride in helping younger kids out when they see them going through the same thing.”

For 8th graders, the seeds planted in kindergarten and Lower School are brought to fruition in the Upper School as they make their way from the Terrace Level to the 3rd Floor and take on the role and responsibility of Cathedral School leaders.

“Applying to high school can be a really challenging process, but it’s really such a positive that our students put themselves out there and feel a sense of ownership as they make a choice for themselves about what they want their high school experience to look like,” says Theodore Follini-Press, Upper School Latin teacher. “And once they’re on the other side, they’re happy to help others, just as others have helped them.”

While 8th graders are excited for what comes after Cathedral, they also celebrate and savor the deep connections they have formed throughout their time on the Close. “In a K-8 setting, you see many of the same faces—students and trusted adults alike—throughout your time here,” Delilah Lora, Associate Head of Upper School, says. “There are people who are constants, and students can turn to them in kindergarten, 8th grade, or anything in between. That’s really special, especially throughout this developmental time when students are exploring their identity and figuring out who they are.”

As the end of the year approaches, many 8th graders experience a mix of emotions, with the anticipation of new adventures and challenges existing simultaneously with the nostalgia of cherished memories. “This is a safe space,

a place where our 8th graders have been comforted, nurtured, and deeply known, but they also know that it’s time to go,” says Dr. Duncan. “And that’s really what middle school feels like—they’re ready to go, but they also want to stay.”

“As the year ends, students revel in our many traditions, and it helps bring them closure on their Cathedral experience,” Ms. Berney says. “Everything becomes the last time. They’re very aware of this, and it’s wonderful to see them not only remember but celebrate all of their shared history.”

Many of the beloved year-end traditions for 8th graders reflect an increased independence. “I think there’s also an appreciation for how we let them let go, as well. They’re the first ones to finish final exams, they don’t have to wear uniforms for the last few weeks, and they focus on staging the 8th grade musical together with their classmates,” Ms. Lora says. “They can feel us saying, ‘Okay, we’re sending you off bit by bit into this new world,’ and it’s exciting for them. It’s also necessary to get to the point where the whole community says, ‘You have proven that you embody these Core Values—the same Core Values you help our kindergartners come to know. We trust you, and we know that you’re ready for the amazing things you’re going to go on to do in high school and beyond.’”

Advice from the Class of 2023 to the Class of 2031:

THEO R.

I would say to take advantage of all of the great things Cathedral has to offer, especially in Upper School. Join a sports team every season, join a lot of clubs, join different after school activities, and see what you like. You can develop a lot of new interests and have a lot of fun.

ASHER K.

Enjoy it as much as possible because it will always seem like you have forever with your friends, and you can’t believe you have so much time. The next second you are in 8th grade but not ready to leave yet, hanging onto the fact that you don’t want to go.

ELMARY R.

I would say to be your authentic self because you will always find people who love you.

LILY F.

If I could give one piece of advice to a Kindergarten student about my experience at Cathedral, I would say, “When you get older, try not to stress too much about handling all of the work on your own.” There are many people, teachers, and students who are there to help you do your best.

MATTHEW B.

Get good grades, meet with teachers, and listen to your parents.

JAMES G.

I would say to work hard, be kind, and respect everyone.

CORA A.

Create close bonds with friends that you can keep after Cathedral and that can help you during the time you spend here. It is important to have friends by your side to help you along the way and keep connections with them while in high school.

RAVEN J.

Try to bond with people in your class because it can create a very special friendship that might last for years.

What has been the best part of attending a K-8 school?

WYATT B.

I like that even though we divide the school into two parts, the Upper School still does activities with the Lower School, as well. One of my favorite memories of this is earlier this year when I walked a kindergartner into the Cathedral for Convocation, and I remembered when I was a kindergartner being led by an 8th grader into the Cathedral.

TESS N.

Being able to see my classmates grow along with me and knowing that we will all go our separate ways for high school has made my time at Cathedral more meaningful and has taught me a lot about individuality.

ELENI S.

The best part of attending a K-8 school was looking forward to traditions and opportunities that I would see the older kids doing, like the 6th Grade Play or Spirit Week and then having the chance to finally experience them with my grade. Also, being with the same kids for nine years means that we can reminisce about funny moments and everyone knows what you’re talking about when you say, “Remember when ____ happened?”

AIDEN B.

How it prepares me for high school and college through the admissions process and guidance along the way.

LEA M.

Overall, I think that attending a K-8 school has developed my social skills and introduced me to what it means to be a part of a community. It has also prepared me to become a part of a new environment.

MIYA L.

When I was in the lower grades it was so special if I was able to talk or spend any time with the Upper School students. I remember looking up to them and, now being a leader of the Upper School, I hope that I am someone that others look up to.

The Cathedral School Class of 2023

A Fine, Feathered Farewell

BY BEN VANDENBERG

This winter, The Cathedral School said goodbye to three of its most beloved and unique community members— peacocks Harry, Jim, and Phil.

PHOTOS BY BEN VANDENBERG PORTRAITS BY MARJORIE BECKER

For more than two decades, the trio’s beauty was a perfect match for this expansive campus with its colorful fall foliage, snow-covered trees, blooming spring flowers, and lush, deep green that fell upon it in the summer. As the peacocks grew older amongst the regal walls and intricate stonework of the Cathedral and Cathedral School, it became apparent that their needs could no longer be met on our campus as they had been in years prior. It was time for the peacocks to transition to a retirement where their needs could be fulfilled and they could experience a new sense of comfort in their old age. On January 21, that day arrived, and these feathered friends were transported to Animal Nation, a nonprofit rescue center and sanctuary in Salem, N.Y.

Harry, Jim, and Phil arrived at Cathedral in 2002 as a gift from that year’s graduating class. They were a new generation of a tradition that had begun three decades earlier in June of 1972 when four peachicks were gifted to the Close by a woman from Philadelphia. After reading about the Cathedral’s 100-year celebration in The Philadelphia Inquirer, she felt inspired to call and ask if the Cathedral had any interest in being home to these four peacock chicks. The answer was a resounding yes, and upon their initial arrival over 50 years ago, the peacocks became not just members

of the Cathedral community but members of the neighborhood at large as many members of Morningside Heights knew of these beautiful birds.

In a 1983 article from Metro, residents of the neighborhood recall the birds laying eggs on top of vehicles and even flying into apartments down 110th Street. While Harry, Jim, and Phil did not roam the city the way their predecessors did, they still remained an integral part of the community beyond the Close. They could often be found displaying their feathers for curious visitors or seeking shelter in their enclosure when the weather was not to their liking. They were a source of comfort for those seeking a moment of peace from the bustling streets of New York and will be sorely missed by the community, especially the students at Cathedral.

Two decades on the Close is deserving of a special goodbye, and the entire School community pitched

in to create a proper and warranted send-off for these feathered friends. It all began with the idea to create a paper peacock of our own, with a spectacular set of handmade feathers that could serve as a beautiful farewell. The project spanned the entire School, with students, faculty, and staff all pitching in to create an incredible project.

It began with Upper School students in Art Teacher Brian Delacey’s advisory. The group worked together to paint a peacock on a six-foot canvas that was to be adorned with feathers made by every student. The feathers were created in a cross-divisional project—each Upper School class was paired with a Lower School class on a Thursday morning in January. After reading the book Feathers for Peacock by Jacqueline Jules together, students worked in pairs, one Lower Schooler and one Upper Schooler, to color and cut their own peacock feathers with

complete creative freedom. On the back, each student wrote the Core Value they promised to focus on for the rest of the school year—their own “Vow of the Peacock,” a tradition dating back to medieval times.

“For members of the medieval court, the Vow of the Peacock was a public commitment to the shared values of their society—sort of like a New Year’s Resolution, peacock-style. And as you well know, we have shared values here at Cathedral, too—our Core Values—which is why I invite all students to make their own Vow of the Peacock in honor of Harry, Jim, and Phil as we bid them farewell,” Head of School Erica Corbin explained to students as they began the project.

The result was a beautiful array of more than 250 unique feathers that faculty and staff adhered to the canvas, one at a time, to create an amazing and meaningful work of art. The final product was unveiled the day before Harry, Jim, and Phil left for Animal Nation, and the canvas was hung in the main corridor where passersby could pose for a picture if they wished. It remains at the School as a wonderful homage to these feathered companions.

Ms. Corbin reflected on the project and what the peacocks and their presence have meant to Cathedral: “It felt right to use the departure of these beautiful birds as an opportunity to recommit ourselves to community, particularly at the end of several years of strife and challenge and loss amidst the pandemic. Just talking to one another about what the peacocks have meant, in a way that we don’t often say out loud, and remembering and sharing photos—that’s so valuable. Here at Cathedral, peacocks have always brought us together, and this goodbye was no exception.”

It may be the end of Harry, Jim, and Phil’s time on the Close, but it is the beginning of a new life for the trio at Animal Nation. Animal Nation is a nonprofit animal sanctuary that rescues farm animals, wildlife, and cats. They have a human education program that encourages others

to value the lives of all beings. Representatives from the sanctuary spoke at Lower School Assembly before the departure of our peacocks, explaining that Harry, Jim, and Phil will have a safe and comfortable new home with incredible care and room to roam as they retire. Animal Nation commended the amazing care given to the birds in their time on the Close. “Thank you for taking such amazing care of the peacocks and for loving the peacocks so much,” said Jamie Surya, an Animal Nation volunteer. “You have some of the oldest peacocks I’ve ever met, which is a true testament to how amazing you have been caring for them.”

Peacocks will continue to remain a part of Cathedral even though Harry, Jim, and Phil have retired. The Close will continue to hold reminders of these special creatures and their time here as their history has been intertwined with the School, church,

and community on Amsterdam Avenue. There is hope that that history is not over yet and, in partnership with the Church, there is serious consideration being given to the idea of a new generation of peacocks roaming the grounds.

“While many things can be replaced, there are always aspects and elements that are not replaceable, so if and when we’re able to welcome new peacocks here, that’ll be amazing. But also, they will have new names and new personalities, and it won’t be the same,” Ms. Corbin says. “We’ve tried to engage with this project in ways to provide closure on this chapter because it matters. The peacocks aren’t just a drawing or part of the background—they have been such an active part of who we are, and they are also a reflection of us as a valuesbased community. While the magic of our Cathedral campus remains, we also miss Harry, Jim, and Phil.” s

Harry, Jim, and Phil: Picture-Perfect Peacocks

After the announcement of Harry, Jim, and Phil’s retirement, Cathedral School families past and present began sharing photos and memories of these beloved birds—a stirring reflection of how much they have meant to our community over the years.

Considering our Core Values: The Cathedral School CV

BY BEN VANDENBERG

Cooperation

Courage

Integrity

Kindness

Passion for Learning

Respect

Responsibility

At Cathedral, our seven Core Values are an active, visible presence in the community, from the reading of the Weekly Wonder Book at every Lower School Assembly (pictured on following page) to posters in every Upper School classroom (below)— plus the introduction of wrist bands and graduation cords in 2022-2023. “There’s nothing Cathedral-specific about the Core Values,” says Head of School Erica Corbin, “but this is the only place that you’re going to get them planted in this way, a way that will guide you for the rest of your life.”

“In Latin, a currus was a chariot, and a curriculum was a smaller chariot or the course or racetrack that chariots might run,” Latin Teacher Theodore Follini-Press explains. “And vita means life—as in vitamin, vitality, and revitalize. Hence, taken together, Curriculum Vitae translates literally to ‘Course of Life,’ which we may think of as a resume in our modern world, but with the transportation roots, it’s fun to imagine this as a roadmap, as well.”

In many ways, our Core Values serve as a uniquely Cathedral Curriculum Vitae—a tool to track progress and accomplishments while helping young scholars embrace new challenges and learning opportunities. Formally adopted by Cathedral’s Board of Trustees as the enactment of our Mission Statement in 2019, the Core Values guide students, from kindergarten to 8th grade and beyond, as they embrace learning, solve problems, and become engaged community members, locally and globally.

“Our whole mission is to develop responsible citizens of the world,” says Jackie Berney, Character Education Chair and Director of High School Counseling. “We really want the kids to think about how they can take everything they’ve learned here, recognize the many opportunities they have, and take these to do good in the world. The Core Values give us a shared language to do this.”

While being kind, respectful, and responsible is not unique to Cathedral, these ideals are embedded within the

student and family experience in a way that is authentic and effective. “Every school has a mission, but what’s fascinating to me here at Cathedral is the way that our students, our colleagues, and our families can not only name the Core Values quite easily—and seven is not a few!—but also discuss them in depth and help hold one other accountable to them,” Head of School Erica Corbin says. “It’s not a slogan or a gimmick—it really is something that we live by and something that helps guide our decisions. I’m hugely grateful.”

Lower School students are introduced to the Core Values almost immediately upon their arrival at Cathedral. They begin by first learning definitions and examples of these words before putting this understanding into practice. They learn responsibility by taking on small jobs like line leader and door holder and practice kindness in the way they treat others in the classroom. This helps make the Core Values an active element of each Cathedral student’s worldview—an integration which continues as they transition into the Upper School and look to learning beyond the classroom.

“Our Core Values, they’re all good things that humans should be,” says Mr. Follini-Press with a chuckle, “but they really can’t be separated from our curriculum. It’s not like you’re in one class doing math equations or reading something in history, and then you’re at recess and teachers are telling you to be responsible and pick up your trash. At Cathedral, our Core Values

don’t just exist in the social or the personal interactions—they’re also woven into our coursework and curriculum. Thus, we might read and discuss characters as having Integrity or representing a sense of Responsibility and, conversely, critique ideologies that don’t espouse the Core Values and learn to analyze what they really mean and what they mean in action.”

As students prepare to graduate, they carry with them not only a solid academic foundation but also a values-based framework to help them succeed personally and professionally. This framework, embodied by our Core Values, guides students in everything they do—into their high schools and universities; into their relationships with others; and into adulthood as they become active, engaged world citizens.

“When I think about our students, our faculty and staff, and our families at their best, it’s where I see specific Core Values coming into play in concrete, tangible ways,” Ms. Corbin says. “It’s truly extraordinary the way these help guide goals and decisionmaking and offer support in tough moments, from the time students are 5 years old and just coming into this community as kindergartners up until they’ve moved on and experience a broader range of people and places in their lives… There’s nothing Cathedral-specific about the Core Values, but this is the only place that you’re going to get them planted in this way, a way that will guide you for the rest of your life.” s

Cathedral’s seven Core Values have long served as the cornerstone of our Character Education program. Collectively comprising a Curriculum Vitae of sorts, these ideals offer Cathedral School students a roadmap for learning and life.

Recognizing our Core Values

BY REBECCA S. ’25

Starting in the beginning of the 2022-2023 school year, Upper School administrators decided to introduce a new divisional tradition. During assemblies, students who exemplify our Core Values in everyday acts would receive a wristband representing Kindness, Respect, Cooperation, Integrity, Courage, Responsibility, or Passion for Learning.

But why do we have Core Values? We have them because we want students to recognize that their actions matter and that being a responsible citizen or community member matters, too. For example, holding the door for someone may sound normal and unimportant, but really, it can make someone’s day.

The Upper School’s Core Value tradition just started, but the Lower School’s tradition has been around for a while. It is to read a book called the Weekly Wonder Book at Assembly each week, and it recognizes students and classes who exemplified a Core Value that week. Now, in the Upper School, our assembly’s tradition is handing out wristbands to the students who exemplified a Core Value each month.

Ms. Delilah Lora, Associate Head of Upper School, said, “This is an idea that we had over the summer. We knew we would plan more assemblies, and we wanted to establish a recurring tradition that served as a reminder to our students of the seven Core Values and the importance of community. We came up with the idea of handing out wristbands to the kids who represented those Core Values. For Kindness it is yellow, red for Courage, white for Integrity, purple for Passion for Learning, blue for Respect, orange for Cooperation, and green for Responsibility.”

Tess N. ’23 explained how she was able to earn a wristband: “I spoke at Evensong—Courage. Another thing that allowed me to earn a wristband was demonstrating Kindness by volunteering at 5th grade orientation.” Tess continued, “I felt happy because I embodied the Core Values. I was also proud because the Core Values are so special. I also like seeing friends getting them, as well.”

Hazel H. ’25 described receiving a wristband as a good kind of surprise. “I had an idea beforehand, but it still was a little surprising,” Finally, when asking her how she earned the wristband she has today, she said, “I had shown a great interest in one of the subjects we were studying—that is how I earned the Passion for Learning wristband.”

Graduation will also feature a new tradition—in addition to their cap and gown, each student will wear a cord in the color of the Core Value they most represent, as selected by the 8th grade student advisors. Together, the wristbands and cords are a visible symbol of Cathedral’s commitment to living our Core Values.

Integrity means decency, sincerity, and honor. At Cathedral, we act with honesty and empower others to do so, thereby fostering a community that upholds the dignity of each of its members.

Passion for Learning means constantly striving to better understand ourselves and the world. At Cathedral, we inspire active and ongoing inquiry, dialogue, and critical thought in order to pursue our interests and talents while exploring things that are challenging for us in order to grow.

Responsibility is to take ownership of our actions. At Cathedral, we demonstrate personal responsibility, make good academic choices, exhibit good sportspersonship, and strive continually for excellence.

Courage is the ability and willingness to face challenges without retreating. At Cathedral, we develop the mental, moral, and spiritual strength needed to act confidently, take risks, and advocate for ourselves and other people.

a student and person.”

“I relate to Integrity because success involves doing the right thing, even when nobody is watching. Having Integrity means doing the right thing and holding myself and others accountable.”

—MATTHEW B. ’23

“ The Core Value I relate to most is Courage. In Lower School, I was very shy, but this Core Value helped me become more confident. It taught me that pushing myself to do things I wasn’t yet completely comfortable with was essential in order to grow as

—DELPHINE T. ’23

“My favorite Core Value is Passion for Learning because in anything new I begin, I try to be optimistic, work hard, and maintain a will to become better.”

—AIDEN B. ’23

“Respect is the Core Value I relate to most. It is an important Core Value because it makes others feel welcomed.”

—ALEX W-R. ’23

Respect means a willingness to listen to the viewpoints of others in order to understand their perspectives, even when the ideas do not align with our own. At Cathedral, we care for and support our community, our environment, each other, and ourselves, and we recognize that understanding the experiences of others helps us to grow/mature as individuals and equips us to be positive agents of change in the world.

Cooperation means working together in harmony for a common purpose. At Cathedral, we support one another and share responsibility for the care of our community and the school environment. In doing so, we establish an atmosphere where community members get along with one another in order to learn, create, and grow.

Kindness is making a conscious effort to be friendly, generous, and compassionate. At Cathedral, we are considerate in our actions, mindful of our words, and courteous in our tone of voice so that we can be our best and treat others the way they want to be treated.

“ The Core Value I relate to most is Responsibility. At Cathedral, we are encouraged to advocate for ourselves. Starting in Upper School, we have EXCEL every day, a 45-minute period to meet with teachers and do homework. Students will come to teachers during this period sometimes just to review what they got wrong on a quiz. These acts of self-advocacy show how much Responsibility is natural in Cathedral students.”

—ANNABELLE S. ’23

“ The Core Value that I relate to most is Cooperation—I really enjoy working together with other people, hearing all of their thoughts and ideas, and then mixing everything together to create something awesome.”

—LYLA-JANE C. ’23

“ Throughout my time at Cathedral, all of the Core Values have allowed me to thrive as a student, but I believe the value I relate to most is Kindness When someone is down, you can be there to pick them right back up, and if you notice someone isn’t feeling well, you can try to talk to them and discuss their feelings. This Core Value taught me to be kind to everyone.”

—GRIFFIN G. ’23

A portrait of Absalom Jones by Henry A. ’23. Opposite: Third Grade Identity Portraits, inspired by African fabric and the artwork of a group called Black Women of Print, decorate Synod Hall during the 2023 Absalom Jones Evensong.

REMEMBERING CELEBRATING HONORING

BY DANIEL HRDLICKA

Named for the first Black priest in the Episcopal Church, the Absalom Jones Evensong and the Absalom Jones Benefit are annual celebrations that embody Cathedral’s commitment to social justice and community life.

Absalom Jones was an abolitionist, community organizer, and clergyman who was born into slavery in 1746, taught himself to read, purchased his wife’s freedom, and then purchased his own in 1783. He founded the Free African Society with Richard Allen in 1794 and went on to become the first Black priest ordained in the Episcopal Church in 1804.

Absalom Jones’s lifelong work denouncing slavery and oppression serves as an inspiration for The Cathedral School’s ongoing commitment to equity, justice, and inclusion—not just at the annual Evensong and Benefit but in the daily life of our curriculum, community, and Core Values.

“I love this quote from Sir Isaac Newton—If I have seen further than others, it is by standing on the shoulders of giants—and I often think about the extraordinary trajectory that stems from Absalom Jones,” says Rev. Gina Gore, Cathedral School Chaplain. “He was born a slave, enslaved until he was in his thirties, and then he went on to start his own church after he and his community were shut out of worshiping in other churches by white people. Fast forward nearly 170 years— John Burgess became the first Black Episcopal bishop in 1970; Pauli Murray (whose grandmother was enslaved) was the first Black woman to be ordained an Episcopal priest in 1977; and Barbara Harris was the first Black woman to be consecrated an Episcopal bishop in 1989. We continue to have these firsts… Absalom Jones is important for not only what he was able to accomplish but also who he made way for and inspired to pursue leadership in what has traditionally been a very white church in the United States.”

“As a chaplain, I lift up the baptismal covenants of the Episcopal Church, one of which asks—will you strive for justice and peace among all people and respect the dignity of every human being?” Chaplain Gore continues. “If someone asks me what it means to be an Episcopal school, that is exactly what I say, and that’s really where I draw the straight line from Absalom Jones to our mission as a school.”

“The aspect of Absalom Jones’s story that I wish was more of a focus is the rejection that he faced,” says Head of School Erica Corbin. “He was doing incredible, critical work and was seen as a threat because of it. His voice and presence were actively dismissed because of the fear of what it meant for his voice to have power. It’s really important that we name that—with so many of our celebrated heroes in the

CATHEDRAL IS WHAT IT IS, WITH PEOPLE OF MANY DIFFERENT EXPERIENCES FROM MANY DIFFERENT PLACES, BECAUSE OF MOMENTS LIKE THE BENEFIT AND BECAUSE OF THE CULTURE AND COMMITMENT WE HAVE HERE.”

—ERICA CORBIN, HEAD OF SCHOOL

United States, we like to get to the part where they were just a hero but don’t like to talk about the work and the effort that it took to get there. For us as a school community, Absalom Jones’s story is one that reminds us of how hard we have to push when we know that we are fighting for what is right and must stand firm.”

Ms. Corbin continues: “Looking at the national news, it’s very clear the struggles that people are having in the field of education right now. How can our country protect and care for all students? Absalom Jones reminds us that we can’t put off doing better, even when there are very loud voices saying, ‘No, not yet.’ If he could do what he did, who are we to think that we aren’t enough, that the work is too much, or that this isn’t the time? It’s always the right time to do right.”

At Cathedral, this message is consistently reinforced through curricular and co-curricular conversations, including at the annual Absalom Jones Evensong, held each year near his feast day of February 13. This year, the Absalom Jones Evensong featured an address from Teacher Nova George, a poet, preacher, and Master of Divinity candidate at Union Theological Seminary.

Inspired by Cathedral’s history as a Choir School, Teacher Nova reminded

all community members: “Absalom Jones sang a song through his preaching. He sang a song through his life and his choices, and he teaches us a really important lesson. What are the things we want to sing about? What are the things we want to defend and lift up with our actions, with our words, with our choices, and with our voices? You might be one voice, but you are a needed and beloved part of a larger choir or band or orchestra, even as a student or as a kid. You have something to say, and you have something you believe in. So find your voice, lift it, and let us march, sing, and dance on till victory is won.”

Teacher Nova’s address spoke to the joy of justice—a message reinforced each year at the Absalom Jones Benefit, a fundraiser and celebration of our shared mission that helps Cathedral maintain its steadfast commitment to financial aid.

“For our community, the Absalom Jones Benefit has always been this high point in the life of the School because it is about the life of the School. It is a place to see people you care about and enjoy, to be a little different and dress in a way that feels special, and to recognize the work that goes into making this community what it is,” Ms. Corbin says. “The financial support that the Benefit provides is what allows

us to be this space that people look forward to coming to every morning. When I’m outside and telling a child to stop running down the driveway— it is a badge of honor to have kids who are in such a hurry to get to school each day and parents who are so eager to see one another on the driveway before heading off to their respective days. Cathedral is what it is, with people of many different experiences from many different places, because of moments like the Benefit and because of the culture and commitment we have here. It’s fantastic that we can celebrate this mission as a community at such a wonderful party every year.”

For Chaplain Gore, the Benefit is one of many Cathedral traditions that embody our identity as an Episcopal school for families of all faiths and no faith traditions.

“Community Life is a pillar of what it means to be an Episcopal school, and when I talk to students and families, I want them to understand that this love of being together, this is who we are,” Chaplain Gore says. “Although I wish we could have held more events in the Cathedral these last three years, I deeply believe that when we gather for a Chapel or Evensong, the four walls that surround us don’t matter as much—it’s that we’re together and learning and worshiping and celebrating.”

“Community Life also extends to cleaning up Morningside Park and the Spring Fair and the Absalom Jones Benefit,” Chaplain Gore reflects. “I truly believe that celebrating with others is a spiritual practice. At the Benefit, we’re celebrating the life and legacy of Absalom Jones and all of the people whom he inspired and continues to inspire. That we get to do this while raising money for students and families to be able to come here and benefit from this phenomenal community while uplifting Absalom Jones’s name—it’s a beautiful thing.” s

The Cathedral community gathered at Hill Country Barbecue in May 2023 for the annual Absalom Jones Benefit for Financial Aid. Raising more than $150,000, Call From The Heart was an immense success.

Before, during, and after school, the Cathedral Close provides a stunning backdrop for work, practice, and play. “These shots of the playground, trees, and Cathedral represent what a Cathedral student sees when walking through the beautiful Close,” says Olivia M. ’24 “They stand out to me because they also represent happiness, and students and teachers in them are silly—life in the Upper School can be outgoing and fun!” adds Rebecca S. ’25.

Beyond Cathedral

Class Notes

1942

At the age of 95, Jim Groton is still writing, publishing, and engaged in his chosen field of law. After learning how to prevent legal disputes 30 years ago— a practice quite different from using traditional courts and arbitrators to “resolve” disputes after they happen— Jim’s entire legal career was based upon using preventive tools to forestall disputes and strengthen relationships. Jim became a pioneer in advocating that preventive tools be used in almost any kind of business relationship, and now a substantial segment of the business world is adopting preventive techniques and moving away from old, adversarial legal approaches. As a result of this, in March of 2021, Jim became the first person to receive an award for dispute prevention from the International Institute for Conflict Prevention and Resolution (CPR).

CPR plans to name this award the James P. Groton Award for Outstanding Leadership in Dispute Prevention and will bestow it to leaders in the field of dispute prevention.

1950 Robert F. Marble is a retired educator, living in Las Cruces, New Mexico. Robert worked for four years in the New York area—two years as a Schoolmaster at the Mohonk School in Mohonk Lake, New York, and two years as a Lecturer at Herbert H. Lehman College in the Bronx. Robert then moved on to the University of Miami, where he was the Assistant Director of Admissions. After earning his Doctorate, Robert worked in New Mexico as a School Counselor, Educational Diagnostician, and Assistant Professor at the local Community College. Robert remembers well the three years that he spent at the Cathedral Choir School and often wonders about his former classmates.

1967

Tennis Hall of Fame’s most successful exhibit entitled “Breaking the Barriers” in 2007, and won their Tennis Educational Merit Award. In 2008, Dale founded the Black Tennis Hall of Fame. He has been president of three school boards over the years, and had the honor of being named the New Jersey School Board Member of the Year in 2009. In 2015, Dale was named the New Jersey Charter School Administrator of the Year. In 2017, he received a Doctorate in Education Administration from Seton Hall University. In 2019, 2020 and 2021, as the Executive Director of the Fairleigh Dickinson University Rothman Institute, Dale was named one of the 50 Most Influential People in Higher Education in New Jersey by NJBIZ Magazine. In 2021, he was inducted into the USTA Eastern Tennis Hall of Fame with Billie Jean King and other legends of tennis. In 2021, Dale also became the Pastor of Covenant United Methodist Church in Plainfield, New Jersey.

1946

Howard J. Esquirol served in the U.S. Army Infantry in Korea from 1951 to 1952 and is a lifetime member of his local chapter of the VFW. Howard retired from pharmaceutical sales with Sandoz, now Novartis, and spends six months a year in Zephyrhills, Florida, and six months in Apple Valley, Minnesota. He has been a widower since 2016 and has four children, four grandchildren, and one great-grandson. Howard is interested in connecting with other members of the Class of 1946—please contact the Office of Institutional Advancement if you would like to be put in touch: advancement@cathedralnyc.org.

Haig R. Nalbantian and his wife, Thelma, welcomed their second child, Paul, in April of 2022. Their first son, Stepan, is 3 years old. Haig continues his work as Senior Partner at Mercer, an HR and Management Consulting firm, as well as Leader and Founder of Mercer’s Workforce Sciences Institute. A labor and organizational economist by training, Haig is recognized as a pioneer in the emerging discipline of workforce sciences. He consults widely to leading global organizations on a broad range of workforce issues, usually involving the application of advanced analytics and evidencebased approaches. He also publishes extensively on workforce sciences in academic and business journals.

1974

In 2006, Dale Caldwell became the first Black President of the United States Tennis Association (USTA) Eastern Section. He also curated the International

1975

Jeffrey King was a student in the very early years of Cathedral’s Lower School—in fact, he was a member of the inaugural 1st grade class! Jeffrey remembers many good times at Cathedral, as well as many wonderful teachers, particularly his 3rd grade teacher (remembered as “Geoffrey with a G”), who gave him some excellent advice before a family trip to Europe: Have a meal at a Michelin 3-Star restaurant, and order the Crepes Suzette—adding that, if Jeffrey’s mother shied away from the cost, to tell her, “It’s not just food but a performance”— and it was! Jeffrey’s family had such an incredible night that they took home a menu and circled what they had eaten; they

then had it framed and hung it on their wall, where it remained for the next 35 years.

nutrition for peak performance in the classroom, on the field, and in life!

2014 Jane Li graduated from Yale College in 2021 with a BA in Environmental Studies. She is now working at Impossible Foods, an alternative protein startup, where she hopes to transform the food system and fight climate change by increasing the adoption of plant-based foods.

1980

After graduating from Stuyvesant High School and NYU, Chris Pellettieri (above, far right) became an apprentice stone carver at the Cathedral Stoneworks— a stone yard founded in the late 1970s whose purpose was to complete portions of the Cathedral that were still unfinished. After the Stoneworks closed in 1994, Chris stayed on as a Cathedral Artist in Residence. In 2016, Chris founded the Pellettieri Stone Carvers’ Academy in order to preserve the tradition of stone carving by offering training in the ancient methods he had learned at the Cathedral Stoneworks 30 years before. The Stone Carvers’ Academy has been growing successfully over the past several years and now features a summer program and weekly class on Governor’s Island for high school students, in partnership with the DOE and the National Parks Service.

2006 Luigia Goodman (above) is a clinical social worker in Anchorage, Alaska, providing mental health services to Native Alaskans. She recently purchased her first home, where she lives with her partner and fur baby. Luigia has taken up cross country skiing and curling—which she says is harder than it looks!—and is training to run her second half-marathon in June.

2007

Joost Charlow recently helped to open Bird in Hand, a new cocktail bar and seasonal kitchen located at 146th Street and Broadway. Bird in Hand primarily utilizes local New York City and State products—including all of their beer and wine—and they work with local farms and small food purveyors to bring in fresh, high quality produce.

2015

Lucy Greer (below), husband Scott, and 3-year-old big brother Cosmo welcomed a second child to their family last fall— a girl named Luna!

2004

2015 Dakota Ticheli (below) recently directed a short film, Pop, Hit, Bust, which he will be submitting to this year’s Tribeca Film Festival. The film depicts the struggle of a 21-year-old actor who believes two mannequins are his parents. Dakota always remembers the inspirational words that his English teacher, Edith Thurber, wrote for the Bookplate in his copy of The Odyssey, and he feels that he is living up to her message.

2008

In February of 2023, Rachel de la Torre (above) became the Director of Sports Nutrition at Columbia University. Rachel works with 31 teams and around 900 student athletes to optimize their

Tilly Brooks (above) is a senior at Yale University, majoring in Historical Linguistics.

Beyond Cathedral

CLASS OF 2018 College Bound

Members of the Class of 2018 are continuing to cultivate their Passion for Learning at the following colleges, universities, and post-secondary programs:

American University

Baruch College

Bucknell University

Drexel University

Emory University

Fashion Institute of Technology

George Washington University

Georgetown University

Hamilton College

Harvard University

IMG Academy

Indiana University

Johns Hopkins University

Macaulay Honors College at Hunter College

McGill University

Northwestern University

Oberlin College

Rensselaer Polytechnic Institute

Temple University

University at Buffalo

University of Rochester

University of Virginia

Vassar College

Wake Forest University

Washington University in St. Louis

Wellesley College

Congratulations and all best wishes to the Cathedral Class of 2018!

An Artist at Heart: Ali Smith ’83

INTERVIEW BY CARLY CAIOLA

“I’ve never gotten anything the correct way—there have been so many times where something’s worked out because I was really creative about the wrong way to get there.”

Ali Smith ’83 is, at heart, an artist—she has had careers as a musician, photographer, and photojournalist and has most recently turned her talents toward narrative writing, with a memoir about her years as a touring musician due out next year. “The truth is that the Cathedral art program set me up to think of myself as an artist,” Smith says. “Maybe that’s who I am anyway, but it certainly didn’t discourage that part of me. It really did set a tone where I always thought of myself as an artist and that it was a fine choice—it wasn’t less than other subjects but given equal standing. I think that’s huge.” Smith attended The Cathedral School from 1976 to 1983. When discussing memories of Cathedral, Smith relates, “I got a soft introduction to education through Cathedral—it’s a great way to start to think about learning, as something that’s enriching and interesting and not rote. It’s important to continue to find ways to make education creative, holistic, and meaningful—to teach people how to learn, not just what to learn. I think Cathedral gave me that.” When asked what advice she would give an 8th grader graduating from Cathedral today, Smith responds, “There are many ways things can work out, and there are a lot of distractions to figuring out what’s going to make you happiest as a person—some we do out of fear, some we do out of habit, some we do before we even know why we’re doing them—and then we find ourselves there. I think it’s good to keep thinking throughout your life, ‘How did I get here? How does it suit me?’ and to take that seriously.”

Ali Smith is the author of two photo-essay books, Laws of the Bandit Queens and Momma Love, and is a regular contributor to The Guardian, The Observer, The New Review, and The New York Times. Her first full-length narrative, a memoir, is set to be released in January of 2024.

PHOTO BY ALI SMITH

Class of 2022

Congratulations to the 34 members of the Class of 2022 who received acceptances to the following independent, boarding, diocesan, and public high schools:

Independent Schools

The Abraham Joshua Heschel School

Avenues: The World School

The Berkeley Carroll School

The Brearley School

Brooklyn Friends School

The Browning School

The Calhoun School

Collegiate School

Columbia Grammar & Preparatory School

The Dwight-Englewood School

Ethical Culture Fieldston School

Friends Seminary

Grace Church School

The Hewitt School

Lauriston Girls’ School

The Little Red School House and Elisabeth Irwin High School

Loyola School

Marymount School of New York

The Masters School

The Nightingale-Bamford School

The Packer Collegiate Institute

Parisi Prep Academy

Riverdale Country School

Trevor Day School

The United Nations International School

Boarding Schools

Cheshire Academy

Choate Rosemary Hall

The Frederick Gunn School

The Hackley School

The Lawrenceville School Millbrook School

The Peddie School

Diocesan Schools

Archbishop Stepinac High School

Cardinal Spellman High School

Cathedral High School

Fordham Preparatory School

Iona Preparatory School

Notre Dame School of Manhattan

Regis High School

Saint Peter’s Preparatory School

Saint Raymond’s High School

Xavier High School

Public Schools

Bard High School Early College Queens

The Bronx High School of Science

Brooklyn Technical High School

Central Park East High School

Dewitt Clinton High School

The Facing History School

Fiorello H. LaGuardia High School of Music & Art and Performing Arts

High School for Environmental Studies

High School for Mathematics, Science and Engineering at City College

High School of American Studies at Lehman College

Humanities Preparatory Academy

Leon M. Goldstein High School for the Sciences

Professional Performing Arts

High School

Repertory Company High School for Theatre Arts

Rock Hill High School

Sage Creek High School

Stuyvesant High School

Opposite page, clockwise:

The Class of 2022 gathered on the steps of the Cathedral of St. John the Divine for their traditional cap-throwing photo following Commencement Exercises on June 17, 2022—an exuberant celebration of their many accomplishments.

After breakfast and the traditional reading of the Bookplates—presented this year in personalized copies of For Every One by Jason Reynolds—students enjoyed time together on the Porch.

The Very Reverend Patrick Malloy, PhD, Dean of the Cathedral, and Erica Corbin, Head of School, lead the Recessional as proud family and friends look on. In her first Charge as Head of School, Ms. Corbin said: “I charge you to believe in what is possible but does not yet exist. Believe in what is impossible today but may be, just maybe, within reach tomorrow. Believe in the world that is yet to be born but is on her way.”

PHOTOS BY MARJORIE BECKER

A Weekly Homecoming

Celebrating the humor and heart of Lower School Assembly

BY LAURA HIGGINS, HEAD OF LOWER SCHOOL

What do cats love to eat on a hot day?

MICE CREAM CONES!

Why can’t a group of cats get together to play games? THERE ARE TOO MANY CHEETAHS!

If these jokes sound familiar, you may have heard them at a Lower School Assembly— our Friday morning gathering of K-4 students, faculty, and families. I can’t hear a joke or pun without thinking of how it would hit at Assembly. Jokes are a fan favorite, and telling jokes is often a student’s first entry point into Assembly performing, a wonderful way for them to get their feet wet on the big stage.

Assembly is beloved for these humorous moments, of course, but more importantly for how it represents our community values. Over the years, Assembly consistently reflects who we are and stretches and grows with us. The heart of Assembly stays the same, but the pieces shift to reflect the current community and serve as a vehicle for the students’ self-expression. This year, trivia contests have taken off. Did you know that the fastest animal on Earth is the Peregrine Falcon? Or that some types of slugs have more teeth than a Great White Shark?

Taking risks and building a sense of self and community is what Assembly is all about. I asked some of our 8th graders to reminisce about their favorite Assembly memories:

…performing as part of the After School Circus group. I used to give an opening monologue at the beginning of every performance.

…Wacky Wednesday when all the teachers played in a band. I always got a kick out of seeing my favorite teachers sing and dance and show us that it’s okay to be silly.

… the musical performances that had brave students stand up and show their talents.

Every Assembly begins with the singing of Oh, What a Day! and ends with the reading of the Weekly Wonder Book, categorized by our seven Core Values. Class scholarship is often raised, but so are the small, sometimes unrecognized acts of kindness that happen every day.

One student offered another student their gloves because their hands were cold on the playground.

One student cleaned up her classmates’ snack garbage, even cheese stick wrappers–and she really dislikes cheese sticks.

Today is a 2nd grader’s birthday! To celebrate, his 4th grade lunch server made a custom birthday card with a kind message and lots of illustrations.

When one student missed a day of school this week, a classmate sat with her and helped catch her up on the social studies work.

Our school’s deep commitment to the seven Core Values also inspired our beloved Passion for Learning presentations by the 4th grade. Nothing delights me more than being approached by a younger student who wants to tell me what their Passion presentation is going to be one day. Every child needs experiences to look forward and aspire to, and I couldn’t be prouder that our students take this enormous task and honor to heart.

Just about any faculty member in the Lower School will tell you that Assembly is not only their favorite time of the week but also the ideal representation of who we are. But trying to define the “secret sauce” behind the Assembly magic is elusive. Often when I speak to prospective families about our school, I mention Assembly and how special it is. I can see in their polite expressions that they appreciate my words but don’t quite get it. And really, how could they? Queen Elizabeth II once said, “I have to be seen to be believed,” and so it is with Lower School Assembly.

Once seen, it’s not easy to forget. Just as every Lower School student is unique, so is every Assembly. But we share common Core Values, and that’s what connects us and keeps people coming back. When I meet up with alumni families, usually one of the first things they say to me is how much they miss Lower School Assembly. Fortunately, Lower School Assembly always welcomes everyone back, and we often have past parents, faculty, and students as visitors. Honestly, it is hard to imagine a better homecoming. s

www.cathedralnyc.org/giving

THE CATHEDRAL SCHOOL

MISSION STATEMENT

The Cathedral School of St. John the Divine—an independent K-8 school rooted in the Episcopal tradition—educates students to become articulate, confident, and responsible citizens of the world through rigorous academics, innovative approaches to learning, and the nurturing of their aspirations in a diverse community of all faiths.

THE MISSION ENACTED: THE SCHOOL’S CORE VALUES

The Cathedral School is committed to academic excellence in a curriculum that integrates critical thinking, the arts, athletics, and leadership development. The School believes that the recognition and appreciation of differences in race, socioeconomic status, cultural or religious tradition, age, gender, ability, or sexual orientation enhance the individual’s sense of identity and broaden respect for others. Through curriculum and informal school experiences, students at The Cathedral School come to understand the inherent value of all people and the importance of working towards equity in all that they do.

The School’s mission is brought to life on the idyllic 11-acre campus of the Cathedral of St. John the Divine in Morningside Heights on Manhattan’s Upper West Side through seven Core Values: Cooperation, Courage, Integrity, Kindness, Passion for Learning, Respect, and Responsibility.

2022–2023

BOARD OF TRUSTEES

The Very Reverend Patrick Malloy, Ph.D. Chair and Dean of the Cathedral

Katie Conway

President

David Gray

Vice President

Martha Escobar

Secretary

Nick Bazos

Treasurer

Erica Corbin Head of School

Marc Bertrand

Bethany Donaphin ’94

Tim Dwyer

Carey Flaherty

Thomas Foo ’77

Sandra Frenz

Noah Greenhill ’83

Julia Harris

Noni Thomas López

Damaris Maclean

Kristy Milkov

Lee Morakis

Rachel Posner

Jennifer Potter

Daphne Rubin-Vega ’99

Alexa Shore

Artiea Smith

Brian Smith

Lalitha Vasudevan

Surrounded by stone arches and stained glass, inspired by justice and joy, The Cathedral School offers students a window to a brighter world.

Through a dynamic curriculum that integrates critical thinking, the arts, athletics, and leadership development, Cathedral gives young scholars the tools to make this vision a reality as engaged, empowered citizens.

212.316.7500

www.cathedralnyc.org

Guest-Edited by Upper School Students