Then and Now: The 3rd Floor Gym remains an iconic and instantly recognizable room in our beloved building. An avid photographer, Michael Lockett took this photo nearly 50 years ago—this space remains a favorite for students today. The cover also contains a composite photo, blending one of Mr. Lockett’s shots with a modern view of our Front Porch. More information about the leadership and legacy of Mr. Lockett can be found on p. 44.
FEATURES 16 What Community Means to Me
Community at Cathedral is different in a way that you see and feel. Hear from students, families, alumni, and faculty and listen to their stories about this special place
22 Cathedral High School Process
The value of a Kindergarten through 8th grade education, and how we prepare students for success in high school, college, and beyond
28 Division Heads in Conversation
Our two Division Heads, Laura Higgins and Delilah Lora-Arez, sit down together to share their philosophies as leaders, educators, and more
34
Tech Education at Cathedral
In a world of rapidly changing technology, Cathedral explains its philosophy for the use and implementation of technology in our spaces
DEPARTMENTS
03 Notes from Amsterdam Avenue
10 On the Close
12 Uniquely Cathedral
42 Beyond Cathedral
48 The Last Word
ERICA CORBIN
Constancy and Change
Dear Friends,
It is palpable, the extraordinary sense of history that imbues the grounds of our beloved School. In the shadow of the world’s largest gothic cathedral, surrounded by beautiful stonework and verdant gardens, it would be easy to stay ensconced in the past, stubbornly steadfast in the belief that the ways of yesterday should remain the ways of tomorrow.
But anyone who knows The Cathedral School knows that this has never been our approach—from our founding as a residential choir school for boys in 1901, through the transition to a day school in the 1960s, to becoming a gender-inclusive learning community under the transformative leadership of Canon Harold Ransom Landon in 1974. Through it all, we have maintained the best of the past, adjusting carefully and courageously to meet the needs of the present, in order to look forward to a brighter tomorrow—for 123 years and counting.
This spirit of evolution is a hallmark of our School, embodied by hundreds of educators who have had an indelible impact on Cathedral students and families. Michael Lockett is one such educator, and I was honored to present the inaugural Lockett Prize for Excellence in Teaching to two faculty members who embody the very best of our professional community, thanks to the generosity of Jon Abbott ’76. For more information on Mr. Lockett and his namesake honor, please turn to p. 44.
The cover of this magazine features a composite image of our front porch, taken by Mr. Lockett in the early 1970s and combined with a photo of Cathedral School students in 2024—nearly five decades later, yet united in a spirit of warmth and welcome for all. While the ivy may have been cleared away, the spirit of our Cathedral School community remains evergreen.
Our Division Heads, Laura Higgins and Delilah Lora-Arez, exemplify this collaborative spirit. Just as our students look up to and learn from each other, our leaders continuously grow by sharing insights and supporting one another joyfully and generously. More information about their partnership and mutual respect can be found on p. 28.
This issue also features a conversation with Ellen Baru, our first Director of Technology who helped usher in the digital age at Cathedral (see p. 34). Her work laid the foundation for our current faculty and staff members as they define our Philosophy of Technology Education, a living document to guide teachers and students in using technology safely, efficiently, and effectively—crucial skills in a swiftly changing world.
And year after year, Cathedral School students, under the guidance of Director of High School Counseling and Deputy Director of Admissions and Enrollment Jackie Berney, go on to excellent and highly selective secondary schools (see p. 22). Those outcomes are nothing new, but we are never content to rest on our laurels. Rather, we operate from a place of improvement and continue to refine our processes in light of changing needs, implementing new ways to ensure the best fit for every student—yet another example of the constancy (and benefit) of change.
As we look forward to celebrating our 125th anniversary in 2026, we hold tight to beloved traditions while continuing to meet the moment, confident in who we are and what we do. As Head of School, it is my honor and privilege to share this magazine with you—a glimpse into the life of our community, a reflection of all that has changed and all that has stayed the same. s
See you on the driveway,
Notes from Amsterdam Avenue
Trout in the Classroom
A New Program Teaches Lower Schoolers the Life Cycle of Fish and the Importance of Local Ecosystems
It was an exciting year in the Lower School Science Room. Students cared for a group of fish as part of their Trout in the Classroom project. With help from Lower School Science Teacher Peter Harrison, Lower School students helped hatch over 100 baby trout or “fries” and released them back into the wild. They learned quite a bit throughout the process.
“We’ve really been focusing on the life cycle of the trout, starting at the egg phase, embryos, and then fries or fingerlings,” explained Mr. Harrison. The project was led primarily by the 1st and 2nd grades. First graders participated in observational research and shared their knowledge and findings during Lower School Assembly. The 2nd grade had a more in-depth study.
“The study involves understanding more of the habitat and what conditions the trout need in order to survive, thrive, and grow,” said Mr. Harrison. “The 2nd grade also studied the New York watershed. As part of our release we were in the watershed at the Ward Pound Ridge Reservation. It’s something we often don’t think about, but we use water everyday and it’s all connected.”
The study was incredibly well-received by Lower School students and sparked a new fish fascination in many of them who now have fish of their own at home.
Cathedral Hosts High School and College Alumni Panels
The Cathedral School hosted two panels of high school and college-aged alumni this past school year. The first panel was during an Upper School Assembly and it included Isabel Koo ’16, Amelia Dupont ’18, Jennevieve Culver ’17, and Joshua Golden ’17. The second panel spoke during this year’s All-School PA Meeting and it included Jesse Pollock ’21, Lillie Culver ’21, Neylan Johnson ’18, Hara Schwartz ’19, and Brian Galasso ’17.
They spoke to both parents and students, answering questions about their Cathedral, high school, and college experiences and the effect Cathedral had on them even after they left. They spoke about their high school application process and how it prepared them for the college application process; answered questions about student government opportunities; and had helpful insight on what it was like to assimilate into a new community once they left Cathedral. It gave both students and parents a fresh perspective on life after the Close.
Student Council Adds First Student & Faculty Volleyball Game
Cathedral’s Student Council was excited to add another faculty and student event to the calendar last year with the School’s first-ever student versus faculty volleyball game in the Crypt Gym. “Student Council was passionate about expanding student versus faculty athletic events this year,” said Student Leadership Advisor Lucy Oswald. “The addition of the volleyball game resulted in a fun and exciting event for students to participate in before Thanksgiving Break.” In addition to the volleyball game, students still had the opportunity to participate in the faculty versus student basketball game in March. The basketball game is a beloved annual tradition put on by the Mission Outreach Club. Cathedral can’t wait to continue both events in the upcoming school year and continue to support the Student Council as it looks for new and exciting ways to get the community involved.
The School Celebrates the Life and Legacy of Madeleine L’Engle
Madeleine L’Engle is best known as an author of many renowned novels, including A Wrinkle in Time, which may be her most recognizable work. She was also a valued member of the Close community, curating and managing the small library in Diocesan House for many years. Last school year, The Cathedral School hosted a celebration in honor of her incredible impact on the Close on what would have been her 105th birthday.
The celebration featured a book share of some of L’Engle’s work, tours of the library in Diocesan House, and a community reading, led by Librarian Kathleen Roberts, of A Book, Too, Can Be a Star: The Story of Madeleine L’Engle and the Making of a Wrinkle in Time by Charlotte Jones Voiklis and Jennifer Adams. Voiklis, the granddaughter of Madeleine L’Engle, was on hand to participate in the festivities.
“I was honored to read such a beautiful book in front of the author, while we celebrated her grandmother’s work,” said Ms. Roberts. It was a special way to celebrate a member of the community who valued the Close so much.
5th Graders Create a Declaration of Human Rights for the Community
Under the guidance of Chiarna Morton, Director of Equity and Engagement, 5th grade students studied the United Nations’ Universal Declaration of Human Rights and the Universe of Obligation which made students think about who they feel obligated to and why it’s important to care for people that don’t fall within that circle.
They were then tasked with creating a Declaration of 10 Human Rights for the Cathedral community. “This project involves thinking about our school community, the student experience, the faculty experience, and the staff experience,” Morton explained. “My goal was for the students to become deeper thinkers and really consider all the people in a community, and how everyone in that community is having a different experience.”
Students were divided into groups and then each student was tasked with interviewing two people from each category (student, faculty, and staff). This process taught students how to ask thoughtful questions, how to send a formal email, and how to engage in meaningful conversation with an adult.
Once complete, the project led to a deeper discussion of the meaning of dignity. “It helped them think deeply about what we all deserve, and hopefully they will now have a better understanding of what dignity is and the difference between dignity and respect,” said Morton.
How Ms. Corbin’s Paper
Heart Tradition Began
For three years in a row, students have entered the school building to find the front hallway adorned with hearts on Valentine’s Day. There is a heart for every student, faculty, and staff member at Cathedral. The hearts serve as a reminder that every community member is loved, known, and seen. Head of School Erica Corbin started the tradition when her tenure began at Cathedral, but its roots go back much farther than the last three years. “I went to high school in Knoxville, Tennessee. One of the traditions that came from our student government was that we would spend days taking red construction paper, and cutting out hearts with various levels of success,” explained Ms. Corbin. “We had this large gathering area called the Pit, and that was where all the hearts would go up. There was this moment where whatever else was happening in high school or in your life, you knew when you showed up on Valentine’s Day you’d get to walk around with your friends and find your heart.”
Ms. Corbin still has her hearts that were hung on the walls when she was in school, and she felt compelled to continue the tradition here. “It gave me an opportunity to think about each person who is in this space, who makes it what it is each day. It really is special each time to see folks enter the hallway on that day and know that somebody was thinking about them. It’s one of those small, sweet things that feels very Cathedral.”
Cathedral Awards: Honoring Our Most-Beloved Community Members
This year, The Cathedral School said goodbye to one of its most beloved community members Nafija Ahmetaj. Nafija, or Nafi for short, has been a member of Cathedral’s operation team for 12 years, and has been a bright light of positivity, kindness, and joy throughout her entire tenure. Nearly every community member has a story or moment they shared with her during their time here, and in May everyone came together to express their gratitude towards Ms. Ahmetaj with a celebration of her time here. Ms. Ahmetaj and her family were joined by current and former colleagues who all wanted to share a small piece of the joy she shared with everyone during her time here. At the end of the celebration, Head of School Erica Corbin announced Ms. Ahmetaj as the recipient of the inaugural Core Award, which honors a staff member who best exemplifies the three pillars of Community, Carriage, and Core Values. Her name will now permanently be displayed on the school walls as a testament to all she has done for this community.
Two other awards were also presented to valued members of the Cathedral community this school year. The Close
Neighbor Award, which recognizes and appreciates a small business with ties to the community, was given to The Hungarian Pastry Shop. The Hungarian Pastry Shop is run by the Binioris family. Four members of the family attended Cathedral, including Sofia ’98, Philip ’00, Daphne ’03, and Amanda ’03. Hungarian is widely known as a staple of Cathedral life and it was an honor to share the first-ever Close Neighbor Award with them. The second award was the A-to-Z Award which is a reimagined version of the Z Award, honoring a non-employee community member whose expansive commitment and care for The Cathedral School stand as models for all. This year’s A-to-Z Award was given to The Very Reverend Patrick Malloy, PhD, 11th Dean of the Cathedral of St. John the Divine and a dedicated member of the Close community.
It was an honor to share these awards with such valuable members of the Close, and The Cathedral School is grateful to be able to preserve the legacies of such deserving individuals. We look forward to continuing this tradition for years to come.
On the Close On the Close
Students are fortunate to be able to use the Cathedral as a classroom during their time here. Last school year, students had the rare opportunity to view an iconic art installation in the Nave of the Cathedral of St. John the Divine.
Second grade students took time during art class to visit the Divine Pathways installation by Anne Patterson. The installation was created in partnership with organizations across New York City, and the New York Episcopal Diocese. It features ribbons of different colors, and on each ribbon community members had the opportunity to write their hopes, dreams, and prayers.
During the visit, students learned about the installation and brought their sketchbooks along to draw some of the Cathedral’s iconic features, like the rose window.
THE MAGAZINE OF THE CATHEDRAL SCHOOL OF ST. JOHN THE DIVINE
Advisory Groups: Fostering Community in the Upper School
The Cathedral Advisory Program was created to support students in grades 5 through 8, a key development stage for many young students. The groups meet for 30 minutes, three times a week, and consist of one faculty advisor and five to seven students in the same grade. The groups aim to foster camaraderie amongst students, provide students with a faculty advocate during a key time of their development, and provide families with a faculty member they can communicate with throughout the school year. The program is a cornerstone of the safe and inclusive community fostered at Cathedral, and it’s a tradition for each group to gather for a photo together at the start of each year.
Celebrating Cathedral’s
The Cathedral School celebrated the release of its 50th yearbook in Spring 2024. The School’s first yearbook was shared with the community in the spring of 1975, coinciding with the institution’s transition to a gender-inclusive day school in the fall of 1974. The book is now known as The Nest, and is eagerly anticipated each spring along with the unveiling of the theme for that year. In their 8th grade year at Cathedral, students have the opportunity to participate in the making of the book along with Upper School Psychologist Dr. Mark Thomas, the current yearbook advisor. This year’s theme was “Netflix,” which can be seen below, accompanied by the cover art from the other 49 editions of one of Cathedral’s favorite traditions.
50th Yearbook
What Community Means to Me
Blooming spring flowers, an iconic campus steeped in history, and an enriching curriculum supported by a dedicated faculty are often what bring families to The Cathedral School. But once they’ve arrived, it’s the community that makes them stay.
You’ll often hear that this community is different, different in the best ways, different in ways that create lasting memories and lifelong relationships. That difference can be seen and heard much better than it can ever really be explained. Community at Cathedral is a sense of belonging for students, families, faculty, and staff. Seemingly everyone has a story or a moment that best exemplifies what the difference is here. It’s in the details, in the small gestures like a warm smile and a friendly greeting, and in the large gestures like stepping up for someone in need. In an effort to share that feeling of community that can sometimes feel unexplainable, we felt it was best to let this community speak for itself.
Here you’ll find small stories and anecdotes from all corners of this community. From students, parents, alumni, faculty, and everyone in between, it seems everyone had a story to tell about what community at Cathedral really means.
STUDENTS
Hannah P. ’24
When I first came to The Cathedral School, I was so worried about not making friends and people not liking me. I was especially afraid that I would feel left out, since most of the other kids had been there since kindergarten. However, I was proven wrong. As soon as I stepped onto the Big Playground for 5th Grade Orientation, everyone was so welcoming, warm, and eager to get to know me. I immediately felt like a part of the community. I have attended many different schools, and never had I been taken into the school community like this. I knew that this community was special.
Tyler T. ’24
On my first day of school at Cathedral I knew nobody and felt lost. During lunch and recess, a group of 8th grade boys instantly introduced themselves to me and hung out with me. Over the school year I grew very close with them, then eventually became very close with the people in my grade. This is an example of how welcoming and kind the Cathedral community really is.
Griffin C. ’24
In 5th grade, during the pandemic, I had to stay on telepresence because we couldn’t risk getting my grandfather sick. I remember always being so sad that I couldn’t see my friends or have any time to hang out with them other than in classes which were strictly academic. I also remember that even though they had the option to go outside, a lot of the time my advisory members chose to stay inside and get on a Zoom with me, so that I could have some time to interact with them. This was one of many moments where Cathedral’s kind and vibrant community has been very special to me.
PARENTS
Misako Rothery – Current Parent
Community at Cathedral is our son being encouraged by coaches and classmates during a basketball game in the Crypt and seeing his face light up. It is our daughter being greeted by students across many grades on the Close and seeing her smile widen. It is all of us, parents, kids, and staff spending time with one another, giving each other support, and sharing a laugh. It is taking care of one another, every day.
Shray S. ’24
I entered Cathedral virtually in 2020, when I was in 5th grade, and Covid had just started. The jump from my former public school to a private school was difficult, especially over Zoom, but the school gave me multiple resources to help me adapt and integrate fully. For example, I was given a buddy who had more years in the school than I did, and many teachers also helped me in the process. This exemplifies the warmth that Cathedral gives to new students, no matter where they come from.
Marc Bertrand – Current Parent
I remember the rare occasion I was running late to the school due to train problems. Luckily, I was able to call the front desk and let Mr. Adams know to keep an eye out on our child because she knows it’s not like me to be late and would be worried. So as I pulled up to the school, there was Mr. Adams outside with our child given he knew I would be arriving momentarily. Of course our child shared her appreciation, which was reaffirming for us what Mr. Adams means to our school community and should be properly recognized given he is consistently reliable and good, no matter who is around.
Cynthia Pai – Current Parent
I have so many favorite Cathedral memories that it’s really hard to think of just one! One that stands out though is watching the Cross Country coaches—Ms. Berney and Ms. Roberts— cheer our kids on at every race. Also, watching the kids cheer on their teammates is pretty special. The way the teachers, coaches, and students care for one another and root each other on in and out of the classroom is something I will always cherish about the Cathedral community.
Brigham Keehner –Current Parent
When our son, Graham was accepted into Cathedral for Kindergarten in 2017, we felt like we ALL got in. Later that May, we came to Spring Fair to meet his new classmates, and this great feeling was confirmed by the enthusiastic welcomes not just to Graham, but to our entire family, into this wonderful Cathedral community. Seven years later, which includes the start of our daughter, Lydia, the belief that our entire family is a part of Cathedral has only grown. Through the highs of celebrating Graham and Lydia’s great accomplishments to the lows of the pandemic, the Cathedral community has always been a home and a guiding light for our family!
Monika Jasinska – Alum Parent and Current Staff
I was a parent at the Cathedral School long before I began working here as After School Director. My daughter started kindergarten here in 2004, and virtually every moment of our experience in those early years was happy and fulfilling, full of learning and growth and friendship. By 2011, she was in 7th grade and I suddenly realized that in a very short time I would lose my daily access to the amazing Cathedral community where intellectual and moral growth are valued and where those values are not just iterated but lived. It seemed like such a sad prospect, so I applied for the After School position at the school. I’ve been here ever since, and every day I am thankful for working in a place that is authentic, kind, and generous. I truly believe that this is a magical place where children are permitted to be children, while being encouraged to spread their wings intellectually and physically. The thoughtful mission of the school isn’t just words: here we don’t just “talk the talk” we walk it. There aren’t many places like this, and I’m grateful to be a part of it.
Alan Donaldson –Alum Parent and Current Faculty
One of the things I love about our school community is how much students, admin, and staff and faculty celebrate whenever a staff member or teacher accomplishes some big event outside of school—one that may have little or no connection with their job! Some recent examples are 5th and 6th graders celebrating Ms. Goco’s participation in weightlifting competitions, Nurse Christian’s being in a big show, and Ms. Oster and Ms. Strauss running (several!) marathons. Kids often make congratulatory cards, and adults share emails and announcements at lunches and assemblies with details. The year I ran my ONE NYC marathon, Mr. Flores, several teachers, and a group of parents of students in my son’s class (Class of ’22) also ran, and Ms. Higgins organized a big banner signed by the kids that we all ran through at Assembly. While Mr. Flores and many of those parents and teachers have gone on to run many more marathons since then, I feel like I get to share in their glory and relive my own race when we all celebrate together! It’s one of those “little” things about this place that is a BIG part of what it feels like to be part of this community.
ALUMNI
Amelia Dupont ’18
I think what makes the Cathedral community so special is how the faculty and staff go above and beyond to help students and make them as prepared for high school as they can. One of my favorite Cathedral memories is during 8th grade, Mr. Pfeifer arranged for me and two of my friends (Alisha Faheem ’18 and Josie Macdonald ’18) to play lacrosse with our neighboring school, The School of Columbia’s team, because Cathedral did not have one. He knew I loved lacrosse and was able to get me on a school team for my final year at Cathedral. It meant so much to me and I was so, so excited to be able to play. I now play college lacrosse at Wellesley, and being able to play with two of my best friends thanks to Mr. Pfeifer is still one of my favorite Cathedral memories.
Lillie Culver ’21
When I was in 1st grade, I woke up on Halloween morning with a fever, which meant I couldn’t go to school that day. When my mom told me that I couldn’t go to school because I was sick, I broke down sobbing. Not because I was missing out on the Halloween festivities at school or trick or treating, it was because I was going to miss Ms. Whittle’s famous mac and cheese, baked ham, and glazed carrots lunch. Later that day when my mom was picking up my older sister, Jennevieve (who was in 5th grade at the time), she was told by Ms. Brown that she needed to pay Ms. Whittle a visit. As my mom walked into the kitchen, there sat a full container of mac and cheese, baked ham, and glazed carrots for me. Ms. Bryant, my 1st grade teacher, had told Ms. Whittle how upset I was about missing out on what I thought was the best Cathedral lunch, and Ms. Whittle took time out of her day to make extra food for my mom to bring home and share with me and the rest of my family. This story represents the kind of community Cathedral fosters in both its students and its faculty. Cathedral cares. People at Cathedral care. Cathedral prepares its students to be good, kind, and genuine people from the time they step onto the Close on their first day of kindergarten, to when they exit the Close after graduation. I am so lucky to have spent nine wonderful years at this special place, and I love being able to express gratitude towards this community.
Klara Jenkins ’06
I decided to return to Cathedral because of the strong sense of community. You really feel like you’re on a team with the students, parents, teachers, security guards and other staff members. Everyone’s genuinely so supportive and accepting. I especially love being able to bring my personality and interests into my science lessons. I really feel like I can be myself at work.
Transitioning to High School from Cathedral
Each June, members of our graduating class gather on the stone steps of the Cathedral of St. John the Divine and triumphantly toss their caps into the sky. It’s an exclamation point on the hard work they’ve put in and the many memories they’ve made in their nine years on the Close. All of them are now ready to take on new places, new faces, and new opportunities at their next stop—high school.
At Cathedral, the journey to high school begins months and years before graduation day. It starts by helping each student discover their identity as both a learner and a person. As soon as students arrive as kindergartners, they are taught about our Core Values—what they are, what they mean, and how they can apply them to their time at Cathedral. This helps each student develop their identity, become aware of how they learn best, and what they love to learn. Developing this sense of identity is what makes Cathedral students so successful because high school will be full of moments when a strong sense of self is needed.
“I want to expose the crucial importance of finding your authentic self,” said former Head of Upper School Will Gilyard in his 2024 commencement address to the graduating class. “There is the possibility of going to an elite high school and losing yourself a little bit. Tethering yourself to the values that ground you is really important while also allowing yourself to shift, grow, let go, and improve on some of the values that you may have at present.”
Developing an understanding of self and fostering that sense of passion in young scholars is what makes the K-8 experience so special. It helps Upper School students find the perfect place for themselves upon their departure from Amsterdam Avenue.
“I have the benefit of having worked in K-12 school settings and seeing students come into a school as a new 9th grader,” said Head of School Erica Corbin. “Students who are coming into high school as their active choice at that particular time in their life have been very considerate about not just what they need but what they are bringing to the table when it comes to joining a new school community. The likelihood of success in that dynamic is much higher than when that decision is being made for a younger child.”
Director of High School Counseling and Deputy Director of Admissions and Enrollment Jaclyn Berney is at the forefront of the transition process for 8th graders as they prepare to enter a new community. She has been at The Cathedral School for more than 20 years and serves as the main point of contact for students and their parents during the high school application process. She holds individual meetings with both students and parents, teaches a class about the high school admissions process, and has developed strong relationships with many admissions directors in the New York City independent school community. Cathedral’s tight-knit community allows her to get to know each student, their strengths, and their passions. She has worked hard to create a seamless process that eliminates the many stressors families may have at the onset of the journey.
“We often hear that our students are incredibly engaged in their new community. They bring this fresh energy and perspective because they’ve been supported from kindergarten through 8th grade to prepare them for the change to high school.”
—HEAD OF SCHOOL ERICA CORBIN
“Families often come in very anxious, and being able to reassure them that everything’s going to work out well is an enjoyable part of my job. I like being able to counsel them and walk them through the process,” explained Ms. Berney. “I’m with them step by step and provide guidance when I can.”
This begins with Ms. Berney’s initial meetings with parents in the spring of their child’s 7th grade year. They have a comprehensive conversation about what works best for the student, and what their ideal learning environment might look like. She then hosts a meeting with both the parents and the student, asking similar questions to let the student help guide the process in finding their best fit.
Families are then encouraged to attend Spring Open Houses for schools that fit what they’re looking for before departing for the summer. These early conversations supplement Cathedral’s comprehensive process and ensure that students know they have found the right place for themselves upon departure.
Students hit the ground running when they arrive in the fall of their 8th grade year. Their first task is to narrow down their list of prospective schools to about six to eight choices. This may feel overwhelming at first because there are so many options for students, including independent day schools, boarding schools, diocesan schools, and specialized public schools. The first event on the fall calendar helps address this with a panel of admissions directors from a diverse panel of secondary institutions that students may be applying to. This includes some of the more common day schools that Cathedral students matriculate to, a boarding school, a high school in Brooklyn, and a Catholic school.
“That’s always a really great event because it gives advice from the admissions perspective but makes the kids and parents feel at ease. The admissions directors are kind and funny people who are used to working with kids, and students learn that schools just want to get to know them,” explained Ms. Berney.
Cathedral also lends the opportunity for 8th graders to get hands-on experience during the application process. Each student participates in at least two practice interviews.
Director of High School Counseling and Deputy Director of Admissions and Enrollment Jaclyn Berney in her office on the 3rd Floor
They meet with a Cathedral faculty or staff member who poses as a prospective admissions director, and they practice answering questions they will face when they visit schools they have interest in. They have the option to do as many mock interviews as they’d like to become as comfortable as possible. Ms. Berney offers an admissions prep class to all 8th grade students, and the School also offers a high school test prep class for students. For the first time this upcoming school year the test prep class will be accessible to all students during the school day because of the generosity of the Class of 2024 and their 8th grade gift.
This extensive process teaches 7th and 8th graders so much about themselves and gives them valuable skills that they can apply to the world beyond Cathedral. They’re capable of taking larger roles in their new schools because they’re introduced to leadership roles much earlier in their academic careers and are much more comfortable with the application process when it’s time to think about colleges and universities. They see the value in this as they approach graduation.
“I think the most valuable part of attending a K-8 school has been that I have learned how to be a leader,” said Hannah P. ’24. “At K-12 schools, students do not get the opportunity to be leaders until their later years in high school. Because I have attended a K-8 school, I have learned the importance of being a role model to younger students at a much earlier age than most kids. This will
Class of 2024
enable me to go into high school as the confident, self-aware, and compassionate kid that Cathedral has taught me to be.”
Cathedral is proud of the process that’s been built here, and the work put in to give students the chance to develop their passions, understand their learning style, and understand themselves. The emphasis has always been, and will continue to be, ensuring that Cathedral students are set up to lead and be successful upon their transition into high school. The positive feedback from our alumni and our alumni parents only furthers the conviction that Cathedral students are well prepared for high school, college, and all other future endeavors. It makes that fleeting moment on the Cathedral steps that much more meaningful and rewarding with each year that passes.
“We change so much in the initial years of our lives,” explained Ms. Corbin. “There’s a reason why there’s this constant conversation around what it means to be in middle school and what the middle school experience is like. You come through that as a changed person in a lot of ways, and that is a person who should have input on their own academic journey. Being at a K-8 school gives us the opportunity to make sure that we get that person ready to make that decision in a positive way. It really is about giving the entire family the opportunity to talk about what they love, what they need, and what is available to them whether that’s here in New York City or beyond.” s
Congratulations to our most recent Cathedral graduates. We are so proud of you all, and are excited for your continued success at your new schools.
Finding your Authentic Self: Will Gilyard
This year’s Commencement Address was delivered by Will Gilyard. Mr. Gilyard is a former faculty member and Upper School Division Head at The Cathedral School, and current Dean of Students at Choate Rosemary Hall. During his address he shared his own high school story, and he explained to the Class of 2024 how formative high school can be if you embrace the journey. Some excerpts from his address are included to the right.
“On this wonderful occasion we are gathered together to celebrate your time here at Cathedral. I want to look forward to your high school years for a moment and share some thoughts with you. As you embark on your journey to your new high school, the value you can find in resilience and navigating obstacles and failure in high school is so important. I want to expose the crucial importance of finding your authentic self. There is the possibility of going to an elite high school and losing yourself a little bit. Tethering yourself to the values that ground you is really important while also allowing yourself to shift, grow, let go and improve on some of the values that you may have at present. Because here’s an unvarnished truth. Who you are now will not be who you are at 18. The roots and the bark of the trees may be the same, but the leaves will change color, fall off, and grow anew. If you allow that transformation to happen, then in my estimation you’ll have the experience that you richly deserve in high school.
What matters is the journey and the relationships and friendships with teachers and peers that you’ll have along the way. All of this happens under the amazing guidance of faculty who care, who have difficult conversations with you, who support you during tough times, and celebrate in the best times. I took advantage of all that my high school had to offer, and that is what I wish for you. To have full, enriching, and disappointing experiences that will make you feel super confident, and also raise your ability to be resilient. Because what we cannot do is let others derail who we are supposed to be, and what we are supposed to do. Make sure that you feel like you can be your full self wherever you go. The beauty of high school is that there are twists and turns, ups and downs, and moments that take your breath away if you let it. Remember that finding your authentic self is a process that you have to practice. Ultimately, you’ll decide what constitutes failure, but if you let others define that for you, they will.
My hope for you is that you do not feel that your whole self is this rare jewel that is hidden away and only comes out on special occasions. Don’t let your public self be the manifestation of others’ desires, others’ definitions of success. What I wish for you is for the many moments to be introspective. The will to respond to intrinsic motivations, to exercise your autonomy and agency, to have your thoughts and actions originate from a place of compassion and empathy, to have your words and beliefs come from your heart and are strong enough to combat the external pressures that you’ll face. What I wish for you is that feeling of purpose, the feeling of who you are and what you do to be aligned. What I wish is that you feel excitement today for what your next chapter will bring and that you’ll soon be attending a school where these things can happen for you. Congratulations, Class of 2024.”
Jeanne Pellettieri In Loving Memory
Jeanne Pellettieri, a cherished member of the Cathedral School family, passed away on April 15 at her home on the Upper West Side at the age of 93. She served as Assistant to the Headmaster from 1977-1999. Her caring and devotion to the School will be remembered by all who knew her.
As a testament to her dedication to Cathedral, she was named the recipient of the Z Award in 1988 for her dedication to achieving excellence in all that she did. The special qualities she brought to her work were well summed up by Rick Ackerly, one of the Headmasters she served under, in a speech he made prior to presenting her with the honor at Commencement. “Jeanne is motivated by pride in her work, loyalty, and dedication to the purposes and ideals of the School. Above all the most admirable quality is that of diplomacy. When I say she is diplomatic I don’t mean just tactful. I mean this is a person who has mastered the art of speaking truth in love. There is no doubt in anyone’s mind that this is the person who keeps the School running on an even keel.”
Jeanne is survived by her two sons Carlo and Chris, both Cathedral School alumni, grandson Noah, and granddaughter Luisa.
Ms. Higgins (left) and Ms. Lora-Arez (right) have a conversation together in the Head of Upper School office on the 3rd Floor
Putting Our Heads Together
The role of each Division Head is an integral part of life at The Cathedral School. Head of Lower School Laura Higgins is entering her 17th year at The Cathedral School, and in 2023-2024 she was joined by new Head of Upper School Delilah Lora-Arez. Ms. Lora-Arez may be new to the role, but she’s not new to Cathedral, having started here as a teacher in 2016. It’s the role of Ms. Higgins and Ms. Lora-Arez as Division Heads to collaborate with faculty and staff to create an engaging environment and curriculum for Cathedral students. They work with curriculum coordinators to determine what students need and to establish goals for the school year. They collaborate to create schedules that work for faculty in both divisions, and they are focused on setting the School up for success by forging a strong academic environment and welcoming community for each of Cathedral’s young scholars. Cathedral sat down with them both to find out more about their respective journeys in education, their philosophies and guiding principles, and how they work together to make Cathedral the wonderful place it is for our students, faculty, and families.
How did each of you end up in your roles at Cathedral?
LH: I taught 2nd grade at the Town School for 10 years, and then I went back and got my master’s degree in math education. I became a math specialist at Town for another 10 years, and I taught almost every grade in the Lower School. I found I really loved the teacher coaching, working across different grades, and working with families. So, the role of Division Head felt like the next step, and I was lucky to find that there was an opening and land here at Cathedral. How about your story, Delilah?
DL: I was not in education coming out of college. I started off in advancement and worked at Presbyterian Hospital and NYU before realizing that it just
wasn’t for me. I had an opportunity when my former principal offered me a job at De La Salle Academy. I was there for seven years. I did a lot of roles similar to the dean, taught Spanish, and assisted with advancement there. I was looking for something that involved wearing fewer hats, that was more focused, and with an opportunity to go into leadership. I always saw that as a path for me. I came to Cathedral, and my first year was lovely. I taught four Spanish classes for four different grades. I served as a 5th grade dean the following year for a little while, then a 7th grade dean, then an 8th grade dean. I did two years as Associate Division Head in the Upper School and then applied for the role of Head of Upper School in spring 2023.
What would you consider your philosophy of education for students?
DL: I believe in the idea of educating the whole child. Not every school has that same philosophy. There are some schools that are very much just about the academics, ’We’ve gotta get them from point A to point B. In and out.’ I can’t see myself in an environment like that. I can’t see myself at a school that doesn’t value supporting a child on a social emotional level as well as academically. I think we do an excellent job of that here, and I love being a part of that here. I think one thing we’ve begun to emphasize is how we can help our students develop skills that they can apply to high school, college, and beyond. That’s something that I’ve thought
The Last Word
more and more about over the past few years, the things that are applicable across all areas of life, helping us create responsible citizens of the world.
LH: I absolutely agree with that. I was thinking about how I was drawn to Cathedral and why I stay at Cathedral, and it’s the identity piece. It’s so critical to feel like you belong. I feel like that is the first gate. If you can’t get past that, if you can’t feel like you belong, like you’re seen, you’re valued, you’re recognized, in every way in the classroom, then nothing else is going to matter, even if you have the best teachers, the best curriculum, and the most beautiful school building.
Also, we know that in life we’re not generalists, but in school you do have to be a generalist and it can be hard at times. I think it’s really important that kids have a chance to find their passion. You do that by ensuring the arts program is as strong as the athletics program, as strong as the Latin program, and as strong as the English program. That way a child can find where they belong and what their passions are. And that’s what’s so great about a kindergarten through 8th grade too, because then you go to high school and it’s like, ‘Oh, I know who I am.’
DL: My daughter joined Cathedral as a kindergartner this year. I visited other schools and I did research on other schools, but I always found myself comparing them to Cathedral because I know how much we have to offer. When we’re talking about passion, kids can tap into so many opportunities right out of the gate in kindergarten. We have a dedicated science room, we have art, we have music, we have an innovation lab, and dedicated time with our librarian. There are schools that don’t offer one, two, or all of those things.
What would you say is your philosophy of leadership and how do you work to foster a sense of community in your respective divisions?
LH: I think our philosophy is similar. Community is very important to both of us. My philosophy of leadership is that I don’t believe it’s my job to solve every problem, but I do believe it’s my job to remove as many impediments as I can for faculty to do their jobs to the best of their ability. Oftentimes that looks like making sure
that the gears are running. Making sure that the person shows up when they’re supposed to, and the materials show up, and the schedule works, and the room is available. It’s a lot of that behind the scenes stuff, so that teachers don’t have to think about that. And then I do believe you spend a lot of time at work, and teaching is personal. It’s important that relationships are collegial and that teachers feel like I have their back, that their colleagues have their back, and that they can have fun at work. We talk about that a lot.
Ms. Higgins (left) with Ms. Lora-Arez (right) on her first day as Head of Upper School in September 2023
DL: I try as much as possible to have an open door policy and make people feel like they are welcome in this space, they’re welcome to talk to me. There’s definitely engagement and collaboration, but also sometimes we just have to make a decision. Sometimes there’s a lot of time to think through those decisions, and sometimes it’s just right on the spot. You have to figure it out to keep it moving and to keep the gears going. Those are always the trickier ones for me when I have no time and it’s just, ’What does your instinct tell you?’ ’What’s your gut telling you is the best approach right now?’ And you just hope for the best. I’m a huge proponent of community. I always have been, and I try to let folks feel that they can be comfortable coming to talk to me about whatever concerns or happy moments they have.
What are you most proud to have accomplished and what are your goals for continued growth in both the Lower School and Upper School?
LH: It’s funny because you sort of lose track of what you’ve accomplished. I don’t know if this is typical, but there’s this tendency to be looking forward and not reflect on, ’Oh yeah, we did all that.’ When I look back, what I’m most proud of is the coming to life of our Core Values—for example, the 4th grade Passion for Learning presentations at Lower School Assembly and our identity program. Looking forward, what are my goals? You asked about community before, and we really lost something in the pandemic when we were forced into isolation, when we were forced to silo. All the things that we lost in the pandemic, we’ve been working really hard to regain them. That’s something that’s on my mind constantly. How do I get us back to community? Not just so we can all have a good time and be happy together, but because I really believe that a strong community that talks to each other, that knows about each other in terms of what’s
happening in the classroom, is a huge benefit to the students. I’m working hard to get back some traction on that.
DL: Continuing to foster that sense of community is a goal in the Upper School, as well. I want that for both the students and our faculty. We’re continuing to support student/faculty events like our annual basketball game, and this year we even added a student/faculty volleyball game. I also love that people feel comfortable coming to my office to have some coffee and just chat. We remain dedicated to refining and improving our curriculum year to year. Our goal is to map out the Upper School curriculum, and then every couple of years review it to see what is still relevant or what may need to be changed. I want to make sure that
there’s alignment from one discipline to the other. We have some great interdisciplinary projects and cross curricular activities, but I’d like to have more. That’s really what my mission is.
What is something you wish you knew earlier in your career?
DL: To not be so reactive and just be able to sit down and listen. I think in my earlier years, I was quick to want to speak but not really hearing what other people had to say. I realized that there was so much value in just sitting down, processing, and hearing the information, insight, and experience that people are sharing. I think it’s really helped with my emotional intelligence, being able to understand where people are coming from and put
myself in other people’s shoes, be empathetic, and be able to respond in a way that folks are receptive to.
LH: I was going to say the same thing about the importance of listening and people being heard. I think I have also learned that what people say they’re concerned about may not actually be what they’re concerned about. So, you do really need to listen. You really need to get to the emotion because that can sometimes bring you closer to the truth.
Are there questions that you often find you have for each other or are there conversations that you have frequently?
LH: We’re the only two people in the building who totally understand the
other person’s job. We have lots of colleagues who appreciate our work, but it’s a different thing when it’s like, ’I know exactly what your day looks like and you know what my day looks like.’ Often we’ll have the same question of ’How do I do this?’ You’ll say, ’Oh, I’ve been thinking about that,’ or ’I thought about that and here’s what I’m doing.’ We have regular meetings with Erica, and I often find we’re on the same page.
DL: I can’t even tell you how many times I’ve called Laura or sent her a chat or just popped downstairs if I know that she’s free. And I ask, ’Have you dealt with this?’ And she goes, ’Have I dealt with this before? Let me sit down, let me tell you.’ It’s just so nice to have someone in the space that has so much experience,
but is also just so willing to mentor and support me through my first year as Head. It makes it feel so much easier and so much lighter when things get heavy when you have a partner like that.
LH: I feel the same way. It’s really serious and important work. So, it’s really nice to have somebody.
DL: I think you’ve heard it and felt it, but this is genuine. We like each other and we enjoy working together, and it really does feel like a partnership. I’m eager to see what we can continue to do as a K-8 institution because we work so well together. s
Above and Beyond: Jessica Orsini
A conversation about the division heads can’t be had without mentioning Senior Divisional Coordinator Jessica Orsini. Now beginning her 19th year at Cathedral, Ms. Orsini plays a vital role in the office of each division head. Whenever anyone has a question, it seems she always has an answer. She has a hand in making everything work, and she shared what she does, and why she gets so much joy in being a part of the community.
“My primary role is to work directly with both division heads. I spend my mornings in the Upper School and my afternoons in the Lower School. I make sure that all the teachers that are out have coverage, that we have sub plans for them, and all other duties have coverage. After that, it’s whatever the division heads needs for the day. I schedule meetings, take care of registration for professional development, and track which faculty members are going to professional development.”
Ms. Orsini has grown to care for this community during her time here, and couldn’t imagine herself anywhere else. “I love Cathedral, and I’m completely honest about that. I love the people that I work with, and I love stepping onto the grounds each morning. I think it’s beautiful. We’re offered such a unique space in the city that many don’t have,” she explained. “I love my position because I have the opportunity to work with students directly. I’m given the chance to be a mentor, and after school I’m able to work with students, but I’m also able to support adults on a day-to-day basis. I think that I have a really unique position that affords me the opportunity to balance both of those worlds.”
Her support makes the incredible work at Cathedral possible, and she is one of the many individuals that makes this community as special as it is.
The Evolution of Technology at Cathedral:
Creating an innovative space for students to learn and grow.
For Cathedral, the integration of technology into its curriculum began with just two Apple II computers in 1981. These computers were outfitted with word processing software, and students used them to create, edit, and format text. Over 40 years later, the School has hundreds of laptops, dozens of iPads, interactive whiteboards, and an Innovation Lab with a variety of tools to supplement a Cathedral student’s education. Technology has evolved at an unfathomable rate over the last few decades. Throughout this period Cathedral has remained dedicated to acquiring the best tools available for our community to learn, while also maintaining a deep commitment to educating students on digital citizenship and proper technology use. This commitment began when those two Apple computers arrived 43 years ago, and remains one the School’s utmost priorities today.
The technology program formally began with former Director of Technology Ellen Baru in 1983. Back then, she was a teacher at Cathedral and took on the role of Computer Coordinator in a part-time capacity. “That’s how I started,” Baru explained. “At first there wasn’t much technology to work with. There was no internet, so all we had to do was teach LOGO (a programming language) and word processing.” It was not until the end of that decade that the School would finally be introduced to the internet. “The internet was text-based at the time. You typed in designated text, dialed up the internet company, and a response was printed out on paper. We were very excited during that first internet experience.” One of the School’s first-ever internet projects was the “Hello” project from National Geographic. The goal of the project was to introduce the capabilities of the internet to students, and schools from all over the United States participated. The internet’s growth continued to accelerate in the coming years, and the importance of educating students to be responsible digital citizens became increasingly evident with the introduction of tools like e-mail, and then eventually social media. “We did impressive work with digital citizenship before many other people did,” said Baru. “We would teach students how to go online and do searches, and then how to figure out how to verify that information. We talked about looking at websites that were dot-com, dot-gov, or dot-org to determine reliable sources.”
It was important work because as time progressed, the presence of technology at Cathedral grew each year. By the early 2000s the entire school was networked, which allowed access to Cathedral’s servers from anywhere in the school. A few years after that, there was access to at least two computers in every classroom. This was an impressive feat given that when the program began in 1983, computers lived in a ’lab’ in the basement that was near the size of a storage closet. Digital citizenship became more prevalent than ever with the introduction of smartphones and social media, and Ms. Baru worked with the health teachers in Lower and Upper School to incorporate units on digital citizenship in the curriculum. Students had more access to technology than ever before, and an understanding of how to properly conduct oneself online was increasingly necessary.
Today’s faculty and technology department continue to reiterate the work that began all those years ago, while also fostering the introduction of new technologies and new ways to learn for students. The School also remains deeply committed to digital citizenship and formed a committee during the 2022-2023 school year to better define what digital citizenship means for students in today’s age of technology. Its members include Director of Technology Perla Rodriguez, Educational Technology Integrator Jamie Solis, and 4th Grade Teacher Ben Jacoff. The committee discussed how technology could best be used to progress the educational careers of Cathedral’s students, and how to ensure students are prepared to use this technology properly and safely. The result was Cathedral’s Philosophy of Technology in Education
“ Technology is an aspect of how we learn, but we still want to emphasize the importance of finding solutions without using those tools. We work to find a balance.”
years.
HEAD OF SCHOOL ERICA CORBIN
Cathedral students using computers throughout the
It included five pillars: Digital Literacy, Digital Citizenship, Digital Wellness, Digital Awareness, and Digital Integrity. The goal of these five pillars was to teach students in both the Upper and Lower School how to use technology responsibly, and to use it in a way that aligns with Cathedral’s Core Values and Mission.
“We’re really good at teaching the Core Values, and instilling a community of mutual respect and cooperation. It works on the playground, but communicating digitally is different,” explained Mr. Jacoff. “I think it’s qualitatively different to try to do those things in an online space. That’s why I think talking about how to be responsible, conscientious, and have healthy relationships online requires something that goes beyond just the Core Values because it’s so much more complicated in an online space.”
This is how the new Philosophy has been used to influence student’s use of technology. It’s understood that managing these virtual spaces can be a challenge, but giving students the proper tools and understanding of consequences has been an incredible aid to the rapid changes in the technological landscape. Beyond managing the student experience, Cathedral’s philosophy has laid the foundation for collaboration between faculty and the technology department to supplement the educational experience in a positive way.
“The Philosophy of Technology in Education is what’s going to be driving our efforts. We are deploying technology based on the principles that we came up with in this document,” Ms. Rodriguez explained. “In a very simple way, that means we are selecting the technology and the tools that are age appropriate and that are going to enhance the curriculum and what the teachers are trying to teach.”
One of the ways that Cathedral students are taught to manage technology responsibly is through a step-up approach. This introduces students to various levels of technology as they move through each grade. The best example of this is in the introduction of Google Classroom for Lower School students. They learn how to manage using an online interface to complete assignments, and how to coordinate schedules and deadlines before they enter Upper School. Once they enter the 5th grade, they have access to their Cathedral email account for the first time and they have increased freedom in use of their laptop.
The School’s Philosophy of Technology has made it easier to supplement the current curriculum with technology. Emphasizing the five pillars allows students to manage their technology use effectively during class, and create engaging work that increases their depth of knowledge. Some examples include the new 3rd grade podcast titled The Cathedral School Immigration Podcast, which was released on Spotify as well as projects that utilize the Innovation Lab.
“The Innovation Lab is our makerspace for everyone,” explained Ms. Solis. “Last year, 2nd grade used the space for their Fractured Fairytales, working with our Book Creator software to publish their work to share with families. In the Upper School, many teachers use the space as a creative outlet for their final projects. For example, our Shark Tank project with English teacher Ms. Goco which integrates
Philosophy of Technology in Education: Cathedral’s Five Pillars
As a school we believe that fostering understanding is a collaborative effort between teachers and parents. The school’s role in this partnership is to help develop responsible digital behavior by educating students along five core competencies:
1. Digital Literacy: Skillful, knowledgeable, and creative use of technology
2. Digital Citizenship: Responsible, conscientious internet use
3. Digital Wellness: Safe, healthy relationships with digital media
4. Digital Integrity: Kind, thoughtful digital communication
5. Digital Awareness: Understanding the complex nature of digital information which includes the trustworthiness of sources, digital footprints, and the influence of consumerism in shaping online experiences
technology into the English curriculum.” The goal with these projects continues to be striking the proper balance between education and technology, and understanding when technology is increasing the ability to learn instead of being a hindrance.
In an effort to find that balance, Cathedral continues to incorporate projects that teach students skills outside of technology. Each year, 4th grade students make their own chairs in art class with Mr. Delacey, Upper School students perform dissections in science class, and this past year Lower School students raised and released trout. What makes the Cathedral experience special is its hands-on projects that help students build skills along with the use of technology to supplement their work when necessary.
In the past, present, and future, Cathedral has worked tirelessly to create a space that blends learning with technology as seamlessly as possible.“The idea of school is to get kids ready to live their lives. So, what could be more important than learning how to function on a device, learning how to type, learning how to navigate the internet, learning how to tell what’s real from what’s not? These are all important life skills for high school and college,” Mr. Jacoff said. The throughline of that work has been digital citizenship. Students may not always know when the right time to use technology is, but as an institution Cathedral continues to work diligently to show them, and to make sure they develop skills that allow them to excel beyond these walls. Technology won’t stop changing, and The Cathedral School won’t either. s
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[1] 1989: Students in the computer lab. The School’s computer lab was moved to the third floor (room 302) in 1985. It consisted of mostly Commodore 64 computers and a few Apple ii models. There was no internet access in 1989 and the primary function of the lab was to teach students, faculty, staff, and administrators how to use a computer.
[2] 1994: Cathedral students participate in a live chat for the first time. At this time there was no video available and all live chats were conducted via text. Students even had the opportunity to chat with recording artist Natalie Merchant through a campaign run by Elektra Records on their website.
[3] 1994: Former Director of Technology Ellen Baru works with a student in the computer lab.
[4] 1997: Cathedral completes their $500,000 technology update. The plan introduced a school-wide network and a high-speed internet connection. It gave every classroom access to computer programs, the library catalog, and educational resources on the “World Wide Web.”
[5] 2002: Cathedral students work with art teacher Brian Delacey in the computer lab. As the internet began to grow rapidly in the early 2000s, the School worked to introduce units for all grades levels pertaining to digital citizenship.
[6] 2014: Former Director of Technology Ellen Baru’s tenure ended in 2014. At the time of her departure, Cathedral’s technology department consisted of approximately 200 computers, 150 iPads, 35 printers, 20 Interactive whiteboards, 22 projectors and more.
[7] 2024: Cathedral 3rd graders working on a research project in the library. Present day Cathedral students have access to laptops, iPads, and our Innovation Lab. Every Upper School student is given a laptop to use, and the School has fully integrated Google Classroom for students to receive and submit assignments, stay organized, and communicate with teachers and peers.
“
Our Philosophy of Technology in Education is what’s driving our efforts. We are deploying technology based on those principles, and what that means in a very simple way is that we are selecting the best technology and the best tools to enhance the curriculum for students.”
—DIRECTOR
Beyond Cathedral
Alumni at Cathedral: Klara Jenkins ’06
Cathedral is a special place, and when the 8th grade class departs each June, there is always a standing invitation for them to return to the Close. Sometimes it takes a little while for our alumni to return, but we’re always ready for them when they do. Such was the case this past year when Klara Jenkins from the Class of 2006 decided to return to Cathedral, but this time as our Upper School science teacher. She felt Cathedral was the best place to continue her journey as an educator. “I decided to return to Cathedral because of the strong sense of community,” she explained. “You really feel like you’re on a team with the students, parents, teachers, security guards, and other staff members. Everyone’s genuinely so supportive and accepting. I especially love being able to bring my personality and interests into my science lessons. I really feel like I can be myself here.” While some things may have changed in the nearly 20 years since Ms. Jenkins graduated, much of what makes Cathedral special has remained the same. “Cathedral still emphasizes and celebrates kindness, acceptance, diversity, and a passion for learning which has made teaching fulfilling and fun.” It’s a joy to have community members return to the Close, and we can’t wait to see how Ms. Jenkins continues to grow as an educator and alumni.
From Speeches to Stories: Sean O’Brien ’88 Shares his Writing Journey
Sean O’Brien ’88 has worn many hats throughout his career. He was Special Assistant to President Barack Obama, Director of Speechwriting for Vice President Joe Biden, and Chief Speechwriter for the Secretary of Defense and Secretary of the Navy, among many other roles in both the public and private sectors. Today, he’s an Adjunct Professor at Georgetown University teaching speech writing, and he recently published his first novel in White House Clubhouse–a series for middle grade children, which he will be sharing at the Cathedral Book Fair in October 2024
Although he spent just 7th and 8th grade at Cathedral, he credits the school for fostering his passion for writing and helping him build a solid foundation for success. “It’s funny, I have more memories about my two years at Cathedral than I do about my four years at other places I attended,” he said. “It was a really positive learning environment, and I thought it was great.”
While there’s a clear contrast between writing speeches for some of the highest members of the government and writing novels for children of a middle school age, O’Brien shared that the common thread between both was understanding how to take criticism, which was a skill he began to develop during his time on the Close. “I came to Cathedral and I guess I was a pretty good natural writer one way or another, but they weren’t letting me get away with just being good enough,” he explained. “They made it clear you have to meet deadlines and you have to actually do the assignment that was given you.”
The lessons O’Brien has learned, beginning during his time at Cathedral and continuing through his impressive career led him back to his true passion–creative writing. He encourages Cathedral students to never give up on their creative dreams, even if they take a break from them for a while, and to take every opportunity they can to share what they love. “You never know what you’ll come back to years down the road,” he said. “I know that at Cathedral there’s real opportunities to take a creative bite and jump in on things. So just take advantage of all those opportunities. Get up at Assembly and share things, whether it’s singing, playing music, or anything else. It’s never too late to rediscover what you love.”
Class Notes
1950
Howard Haines Brown is the son of Howard Brown, who taught French at The Cathedral Choir School in the 1920s. He had a checkered career that included being an ET1 SS on submarine USS Irex and a history professor (medieval and world) at Central Connecticut State University. He met his wife of forty years, who is a Black clergywoman, thanks to CPUSA. Haines is finishing up a book on scientific historiography with the tentative name, Historical Materialism.
1955
Michael Bloebaum was a chorister with Alec Wyton at Christ Church Cathedral in St. Louis. Alec called Michael’s mom and asked if she would let him fly to New York and become a chorister at St. John the Divine. That was the year that Alec came to the Cathedral as organist and headmaster. Michael fully intended to become his principal soloist; however, the physical development of 8th graders got in the way as his voice started changing! It was still one of the great experiences of his childhood.
1961
Donald Elfvin moved to a small farm in the forest of Northern Minnesota last year, maybe like Thoreau or Kozinsky. He became a widower in 2022. He has two children, Rain and Patricia. Being at The Cathedral Choir School of St. John the Divine for those few years made him civil and curious.
1972
After 35 years in education (teaching mostly history to grades 6-12, depending on the year), Richard E. “Nick” Noble is enjoying retirement in Worcester, Mass., with Janice, his wife, who also retired after
30 years as a special educator in Worcester Public Schools.
Nick continues to write (he has seven published books under his belt, all on historical subjects), but his main focus has been music. He is in his 17th year as host of The Folk Revival, a weekly 3-hour program on Worcester Public Radio featuring a broad range of folk music.
It has been a privilege over the past decade-and-a-half for him to host stages at the Newport, New Bedford, North Shore, and Portsmouth Maritime folk festivals.
He also continues to sing, with his faux folk band—Wolfpen. “Not bad for a Cathedral chorister!” he says.
On Christmas Eve in 2023, because health issues prevented Nick and his wife from leaving the apartment, they enjoyed, via the internet, two Christmas Eve services from the Cathedral. It was, in many ways, the best Christmas Eve he has experienced in several years. The spirit of the season was so wonderfully conveyed by so many voices raised in song, and the vibrant energy radiating from the choirs made it a very special several hours. It was also, in its own way, a kind of spiritual homecoming for Nick.
1979 Darren Jones (pictured above with Karyn Seroussi) learned that the world is a wonderful place to explore from his
teachers at Cathedral. The best memories he recalls are the books they read that opened their minds, especially The Autobiography of Malcolm X. His grandmother knew him, so to read a book about him was amazing. The social studies teachers made it okay for him to express himself; he felt accepted amongst his friends and gained the strength to ask a classmate to see Star Wars.
While at The Cathedral School, Darren and his friends made up a board game where players race around the world. Darren found Australia one of the most interesting countries, so much so that in February of 2005, Darren officially moved overseas! “Who would have thought a kid from NYC would end up in outback Australia because of a game we made up at school?”
Darren’s friend, Karyn Seroussi, who was one of the first girls to attend Cathedral, also lives abroad with her husband Jørgen in Norway. What she learned from Cathedral is the importance of creating a safe space for people to thrive. That’s what she does now for her business, a European fitness company called Powerhoop–an exercise program using weighted hula hoops. Cathedral’s special attention to activism made her realize how much meaning it gives to life when you’re trying to make the world a better place.
Recently, Karyn and Jørgen had a visit from Darren and his daughter Leila in Norway. They were delighted to share school memories, and remembered the Gladiator Fights for the Spring Fair where they made cardboard swords and bedsheet togas, “Nos morituri te salutamus!” They also discussed the challenges of living abroad in different cultures. Leila, an Aussie, had fun discovering the
wonders of deep snow—something she does not often see! Karyn and Darren’s paths have crossed again as their Cathedral bond has been proven to stretch nearly 9,000 miles apart, across hemispheres and continents!
2008 On January 29, Christina Reid (pictured above with Terry Pfeifer) stopped by to watch a Cathedral JV Boys Basketball game. She was there to support friends on the St. Hilda’s & St. Hugh’s team, but she made sure she wore her Cathedral shirt. She also was able to catch up with Mr. Pfeifer after the game.
2010 Walter Johnsen finished his Chemistry PhD from the University of Pennsylvania in November. He moved to Paris to create new climate change mitigation technologies! He hopes to reconnect with fellow Cathedral alumni–please contact the Office of Institutional Advancement if you would like to be put in touch: advancement@cathedralnyc.org.
2015 Cara Sherr-Messing (pictured above with Brian Delacey) is an artist and a recent graduate from Skidmore College who is now pursuing her Masters of Education at Teachers College, Columbia University. She had her senior thesis show in May of 2023 where she made a polyptych oil painting of her hands. As of now, she is taking a class at the Arts Student League, and is looking forward to a student show coming up. The paintings she makes are both abstract and impressionist mixed with surrealism/fauvism, often working on multiple pieces at a time.
Through 2023-2024 Cara was an assistant to Cathedral’s very own Brian Delacey! She answers student questions, makes example works, and gets materials ready for Upper School classes. Cara makes the most of her weekly Monday visits to the art room. She ensures the sketchbooks are in order by labeling the sketchbook bins and adding the correct amount of sketchbooks for the students. For the 6th grade play, Cara fills the containers with stage paint. She also makes oil painting demos for the 8th grade.
CLASSES OF 2019-2020
College Bound
Members of the Classes of 2019 and 2020 are continuing to cultivate their Passion for Learning at the following colleges, universities, and post-secondary programs.
Amherst College
Berklee College of Music
Boston University
Brown University
California Polytechnic State University
Case Western Reserve University
Columbia University
Cornell University
Franklin & Marshall College
Georgetown University
Hampton University
Howard University
Kenyon College
Marymount Manhattan College
McGill University
Michigan State University
Morehouse College
Muhlenberg College
Northeastern University
Northwestern University
Ohio State University
Pennsylvania State University
Pomona College
Princeton University
Purdue University
Rice University
Rhode Island School of Design
Rochester Institute of Technology
Sarah Lawrence College
Skidmore College
Spelman College
Syracuse University
SUNY Binghamton
SUNY Purchase
Trinity College (Ireland)
Tufts University
Tulane University
University of Chicago
University of Delaware
University of Pennsylvania
University of Rochester
University of Virginia
Vassar College
Wesleyan University
Celebrating Mr. Lockett’s Leadership and Legacy
A fixture of the Cathedral School community in the early 1970s, Michael Lockett was a coach, teacher, mentor, friend, and life-changing figure whose impact on his students has extended far beyond the classroom. Jon Abbott, a member of the Class of 1976, vividly recalled the countless ways Mr. Lockett shaped his outlook on life, sharing anecdotes that painted a picture of a man deeply committed to nurturing young minds.
“Mr. Lockett wasn’t just teaching us how to run or throw,” Abbott said. “He was teaching us how to be together, how to take care of ourselves, how to play as a team, and how to grow.”
Mr. Lockett’s role in Abbott’s life became even more significant when Abbott faced challenges outside of school. “I had a lot going on, and it was a stressful time for my family,” he shared. Abbott acknowledged that the combination of uncertainty and emotional turbulence often left him feeling overwhelmed. It was during one of those moments that Mr. Lockett’s unique ability to connect with his students stood out most vividly. After a class, Abbott, upset and unable to articulate his emotions, ran out of the 3rd Floor Gym and into the stairwell. But Mr. Lockett followed.
“I’ll never forget it. I was clearly upset about something, and I just ran out,” Abbott recalled. “Mr. Lockett didn’t let it go. He followed me and said, ‘Hold on, hold on.’ He didn’t let me slip away. I told him I had to get to my next class, but he just said, ‘No, we’re going to sit here for a bit,’
and he sat with me for 30 minutes. He calmed me down, asked me what was going on, and made me realize that someone was paying attention, that I wasn’t alone.”
That simple act of kindness stayed with Abbott long after, a defining moment that shaped his understanding
of the power of empathy. “It wasn’t just about discipline or getting back to class,” Abbott said. “He knew I needed help, and he was there for me. He made me realize I could ask for help and that it was okay to ask for support instead of trying to do it all alone.”
The Lockett Prize for Excellence in Teaching
Mr. Lockett’s ability to look beyond the obvious and see his students as whole people, with complex emotions and experiences, was what set him apart as a teacher. He wasn’t merely instructing students—he was mentoring them. “He treated teaching as a commitment, a relationship,” Abbott said. “He wasn’t just teaching us during class hours. He was always thinking ahead, always considering what we needed—not just as students but as young people growing up and learning who we are.”
Abbott also admired Mr. Lockett’s approach to education, which wasn’t dogmatic but thoughtful and geared toward fostering inquiry and growth. “He would ask follow-up questions that made you think—really think,” Abbott said. “He’d ask you something, and it wasn’t just about finding the right answer but about getting you to reflect on what you needed to understand. He had the generosity to let young people figure out who they were and how
we could be looking at the world, and leaving us space to do it.”
Abbott shared that one of the most touching moments in his adult life was receiving a letter from Mr. Lockett after a career milestone, long after graduating from Cathedral. “He wrote me a note when I left GBH, saying he had continued to follow my career with great pride. I was so touched by that. It was just like Mr. Lockett— quietly supporting you even when you didn’t expect it.”
Abbott’s memories of Mr. Lockett are a testament to the kind of educator Mr. Lockett was—thoughtful, generous, and deeply committed to the well-being of his students. “There was a sign on the driveway, ‘A School Community for Children of All Faiths,’” Abbott said,” and it really was a community. I needed that, a place where I could lay my burden down, figure out who I was in the world, and feel the support of thoughtful, caring teachers like Mr. Lockett. It has been such a gift in my life.” s
In 2023, Jon Abbott ’76 established The Lockett Fund for Excellence in Teaching in tribute to Michael Lockett, a former Cathedral School faculty member who made a significant positive impact on Jon’s experience as a Cathedral student. Inspired by the work and legacy of Mr. Lockett, the Lockett Prize celebrates our past, present, and future Cathedral School faculty members, recognizing teachers who have gone above and beyond the already exceptional standards of a Cathedral School faculty member and truly embody the best of our professional community. A plaque and cash gift, the Lockett Prize is awarded annually to one Lower School teacher and one Upper School teacher who exemplify three pillars—Community, Carriage, and Core Values—as recommended by their peers.
In June 2024, the inaugural Lockett Prizes were presented to Ben Jacoff, 4th Grade Teacher, and Chryzl Goco, 5th and 6th Grade English Teacher.
In appreciation of his leadership and legacy, Head of School Erica Corbin and Jon Abbott ’76 invited Michael Lockett to visit The Cathedral School—including a stop in the 3rd Floor Gym—before enjoying a celebratory luncheon at V&T Restaurant & Pizzeria in November 2023. From left: Larry Harris ’76; Michael Lockett; Jon Abbott ’76; and Erica Corbin.
Onto High School
Congratulations to the 28 members of the Class of 2023 and the 36 members of the Class of 2024 who have matriculated to the following independent, boarding, diocesan, and public high schools:
Independent Schools
Avenues: The World School
The Berkeley Carroll School
The Calhoun School
The Chapin School
Collegiate School
Columbia Grammar & Preparatory School
The Commonwealth School
The Dalton School
The Dwight School
Dwight Global Online School
Ethical Culture Fieldston School
Friends Seminary
Grace Church School
Hackley School
The Hewitt School
Horace Mann 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
Packer Collegiate Institute
Poly Prep Country School
Riverdale Country School
Rye Country Day School
Spence School
Trevor Day School
Trinity School
Boarding Schools
Blair Academy
Kent School
The Lawrenceville School
Miss Hall’s School
The Stony Brook School
The Taft School
Diocesan Schools
Cardinal Spellman High School
Cathedral High School
Dominican Academy
Fordham Preparatory School
Iona Preparatory School
Notre Dame School of Manhattan
Regis High School
St. John’s Prep
St. Vincent Ferrer High School
Xavier High School
Public Schools
The Beacon School
The Bronx High School of Science
Bronxville High School
Frank McCourt High School
High School for Mathematics, Science and Engineering at City College
The High School of Art and Design
Manhattan Center for Science and Mathematics
Montgomery Township High School
The New York City Lab School of Collaborative Studies
Stuyvesant High School
Williamsburg Preparatory School
Members of the Class of 2023 celebrate with their families on graduation day in June 2023. Photos from Graduation 2024 can be found on p. 25.
The Laughfilled Journey through Middle School French
A Tale of Merriment and Mastery
BY DR. MARIA ANAGNOSTOPOULOU, UPPER SCHOOL FRENCH TEACHER
For nearly a quarter of a century, I have been a French teacher at The Cathedral School, and let me tell you, humor isn’t just a side dish in my classes—it is the main course! It is the secret sauce that brings us together, sparks our enthusiasm for acquiring new knowledge, and guides us through the labyrinth of the French language.
One time, a student of mine quipped, “Could you please tell the French Academy to cut down on the exceptions? They are seriously messing with my mental health!”
This light-hearted comment underscores French language learners’ hurdles when grappling with grammar and pronunciation quirks. By acknowledging these obstacles with a dash of humor, I strive to create a haven where my students feel at ease sharing their struggles.
Another challenge I often encounter in the classroom is mastering French pronunciation. Nevertheless, by infusing pronunciation lessons with a dose of humor, I aim to transform a potential stressor into a riot of laughter and learning. With tongue twisters, goofy memory aids, and over-the-top accents, we tackle together the challenge of mastering French pronunciation with a spirit of fun and curiosity.
Then there’s French spelling, with its silent letters, unexpected consonant combinations, and a plethora of rule deviations. But instead of throwing in the towel, we confront these difficulties head-on with resilience and humor. Using funny pictures featuring hilarious spelling
errors and humorous memory aids, I focus on reshaping the daunting task of memorizing French spelling into an entertaining and unforgettable experience.
Humor is crucial in building a sense of community in my classroom. We strengthen bonds that bridge language barriers and cultural differences by sharing laughs through inside jokes, playful teasing, or shared moments of comic relief.
Moreover, humor can be a powerful tool to reinforce the seven Core Values of our school—Integrity, Respect, Responsibility, Cooperation, Courage, Kindness, and Passion for Learning. By incorporating humor into my lessons in ways that align with these values, I teach French language skills while promoting my students’ moral and ethical development. This highlights that humor upholds these essential principles but can also be used to amplify and nourish them in the classroom setting.
One of my students once said, “Learning French is like solving a puzzle, but the pieces keep changing shape!” Indeed, the dynamic nature of language learning demands a curious mind and a readiness to embrace the unknown. I foster a lifelong love of exploring that extends beyond the classroom by approaching our French studies with joy and a dash of adventure.
Humor isn’t just a sprinkle on the dessert of education; it is a vital ingredient that enhances the taste of learning, builds community, and promotes resilience. So, the next time you are wrestling with French grammar, pronunciation, or spelling, remember to take a moment, laugh a little, and know you are in good company. After all, as the Danish-American comedian and pianist Victor Borge once said, “Laughter is the shortest distance between two people,” and in the world of language acquisition, it is also the quickest route to success. s
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.
2024–2025 BOARD OF TRUSTEES
The Very Reverend Patrick Malloy, Ph.D. Chair and Dean of the Cathedral
