TCS 2017 Winter Lantern

WINTER 2017

WHO YOU LEARN WITH MATTERS

HEAD OF SCHOOL CORNER WHO YOU LEARN WITH MATTERS Dear City School Family, As I reflect on the tumult of our political systems, it has sometimes been hard to direct the voice of The City School. As a non-profit organization, we are not a political entity.

We do not endorse candidates. We are not beholden to any political party. We have a very politically diverse community of families, friends, community partners, faculty and staff.

But the education of children is invariably a political act.

Many City School children descend from ancestors who were violently denied the opportunity to read. That is a political reality. Many City School children’s

ABOUT THE COVER

One of the highlights of eighth grade is the time our students spend with FirstHand, a science initiative of the University City Science Center. This fall our eighth grade girls studied DNA. Their semester culminated in them applying the double helix structure of DNA to design prototypes for real-world products. Read more on page 12.

Right: Each year graduation is the culmination of four years of hard work and investment by our high school students. We celebrate friendships formed across continents and send out our students with accolades and prayers.

assigned schools are not designed or resourced for them to flourish. That is a political reality. Whether we like it or not, the education of children draws us into the political domain. As a politically-diverse, but not politically-disengaged community seeking God’s peace in a time of division, what do we do?

I propose two things. Join us in relationship. Join us in inquiry.

WINTER 2017 LANTERN VOLUME 4 ISSUE 1 We’ve switched our Lantern production schedule to Winter and Summer to better cover the events of our Fall and Spring semesters.

I believe in dialogue. I believe in loving and praying for your enemies. I

EDITORIAL

ADMINISTRATION

believe in justice. I believe in mercy, too. I believe that standing with people

Ryan Kellermeyer Development Director

Jake Becker Head of School

Brandon Van Deinse Communications Director

Kimberly Jones Admissions Director

and listening is better than writing them off. I believe that silence can indeed be violent. Life in community is inherently life in relationship. You can only build trust by asking humble questions.

This edition of the Lantern is more personal and intimate than almost anything we have presented to date. We talk about race, class, gender—real areas of division in a world stained with sin. Our message is theological, philosophical, and—you might say—political. That’s not an easy place to be,

Anna Taylor Gunther Advancement Coordinator

Katelin Condé-Rodriguez Alumni Relations

Special thanks for photography go to Michael DeHaven and Sebastian Gutierrez.

CHANGE OF ADDRESS

but it’s where God calls us.

Contact the Development Office.

The City School, 860 N. 24th Street, Philadelphia, PA 19130 or call 215.769.5363.

I place my trust in the sovereign Lord and rejoice to be given a place at the

PRINTING

fault lines of our society. I pray I am able to live there well. Forgive me and

Minuteman Press | Philadelphia, PA

hold me accountable when I do not. Encourage me when I do. Wherever you are on the vast political spectrum, if you are committed to The City School— if you want a better world for our students and a brighter future for our beautiful city—I will stand with you. I will listen to you. I will respect you.

I will learn with you, because who you learn with matters.

Jake Becker Head of School

The Lantern is the biannual publication of The City School. The City School is a pre-K through 12 collegepreparatory Christian school celebrating over 35 years in the heart of Philadelphia. Our mission is to train students’ minds, disciple their hearts, and bring light to the city—one child at a time.

WHO YOU LEARN WITH MATTERS

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Students at The City School learn in a community that is enriched by racial, socioeconomic, and cultural diversity; led by teachers who know and love their students; and rooted in the redeeming grace of Jesus Christ.

LEARNING THROUGH CREATION

8

In our STEAM classes, we use art and creativity to bring science and math concepts alive in developmentally appropriate ways.

WHO YOU LEAD WITH MATTERS

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17

A reflection from Fairmount Principal Melissa Sanchez on leading with a diverse group of leaders.

DNA SELFIE

12

Our eighth grade girls journey to self discovery through science in partnership with FirstHand, a program of the University City Science Center.

TEACHERS MATTER

18

This year we welcomed new teachers at three of our four campuses. Meet the teachers who are training students’ minds and discipling their hearts.

FAMILY INTERVIEW

24

From Top to Bottom: An and Raine at FirstHand. Soldier and Andre in their twice-weekly violin classes with Tune Up Philly. Zuzu had a solo at our Christmas concert.

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Our school is a family of families. Meet the family of Zuzu, one of our youngest students.

ALSO IN THIS ISSUE: Essential Questions, p 16; Tune Up Philly Concerts, p 17; Personal Testimony: Kim Jones, Admissions Director, p 21; Behind the Lens, Photos by Freshman Sebastian Gutierrez, p 22.

WHO YOU LEARN WITH MATTERS

by Brandon Van Deinse, Communications Director

Photo Credits: Sebastian Gutierrez (above) & Michael DeHaven (right)

“THERE IS A LOT BOUND UP IN THESE FIVE WORDS.”

T

HE CITY SCHOOL is

a diverse community of learners, dreamers, influencers, artists,

athletes, and scholars. We span the spectrum of race, socioeconomic backgrounds, academic strengths, and faith traditions. Each of us is unique.

Each of us is made in God’s image.

ALL OF THIS MATTERS

At The City School, we have intentionally created a community of unity in diversity. Our model is both informed by educational research and

Above: Our teachers model a love for Jesus. Their committed individual attention to students helps them thrive academically and emotionally.

JESUS MATTERS

every discipline—is built upon the

W

Christian truths:

e are a school where Jesus is glorified. His life, ministry,

death, and triumphant resurrection

indestructible foundation of core

We are uniquely created in the image of a loving Creator.

inspired by the grace of God. Data

are the framework for all knowledge

meets theology. Research shows that

in every academic arena. God’s word

racially and socioeconomically diverse

There is order and reason in the universe—

is taught—not only in Bible courses,

learning communities benefit all

and purpose for our lives.

but as the foundational text for our

students. Their minds are sharpened

entire worldview. Jesus is known—not

Objective moral values and duties exist and

by the shared experience of learning

only through speaking his name, but

are rooted in the nature and commands of

alongside people unlike themselves.

through sharing his love in how we

God.

God’s word shows us his love and

treat one another.

redemption are for all people— and calls us to establish that kind of kingdom right here in our own neighborhoods.

In considering how to share this community with the city we love, we have embraced the phrase: WHO YOU LEARN WITH MATTERS

It doesn’t tell you everything—that’s something I like about it. It piques curiosity and generates conversations.

Where do we come from?

Our destiny is bound up in the redeeming work of Jesus.

What is the meaning and purpose of life?

What is good and evil?

Where are we headed?

These are worldview questions.

Answers to these questions shape and inform what we believe about all other claims to truth—from art and science to ethics and philosophy.

“GOD’S WORD ANSWERS LIFE’S MOST POIGNANT AND PROVOCATIVE QUESTIONS AND CONTEXTUALIZES ALL OTHER KNOWLEDGE.”

It invites you to explore for yourself

We believe the Christian worldview

what is so uniquely beautiful about our

provides the proper foundation for

This foundation allows us to provide

community. There is a lot bound up in

all learning. God’s word answers

a rigorous academic program that

these five words, and I’d like to take

life’s most poignant and provocative

connects all knowledge to its Source

some time to unpack the philosophy

questions and contextualizes all other

and teaches us to see all truth in the

hidden in this little phrase.

knowledge. Everything we learn—in

light of God’s grace.

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“THE CITY SCHOOL IS A WARM, KIND, LOVING PLACE TO LEARN.

ZUZU LOVES

HER SCHOOL. HER TEACHERS, HER FRIENDS, AND THEIR FAMILIES HAVE LOVED HER WELL IN RETURN. WE ARE EXCITED FOR ZUZU TO GET TO KNOW CULTURES DIFFERENT THAN WHAT SHE HAS BEEN ACCUSTOMED TO. LIVING IN PHILADELPHIA, AND SOMETIMES OBSERVING DEEP RACIAL DIVIDES, WE ARE GLAD SHE HAS THE OPPORTUNITY TO LEARN AMONG FRIENDS OF DIVERSE RACES. SHE IS LOVED, AND TO SEE CHILDREN LOVING EACH OTHER ACROSS RACES AND CULTURES GIVES US SO MUCH HOPE FOR THE FUTURE OF OUR CITY AND OUR WORLD.” - SHERI, PRE-K MOM This year we welcomed Zuzu to The City School family. Her parents, both professors, were drawn to our community through the reputation of our academic program. Zuzu sings in our pre-K choir and recently stole our hearts with her solo in Gloria in Excelsis Deo. Read an interview with Zuzu’s family on page 24.

“WE WANT TO DEVELOP HEART-CHANGE.

AS A PARENT, I WANT MY SON TO WALK WITH

STUDENT. THIS MEANS SO MUCH MORE THAN JUST KNOWING SCRIPTURE AND HEARING STORIES ABOUT JESUS—IT’S ABOUT HOW WE LIVE OUR FAITH IN COMMUNITY. OUR COMMUNITY OF FAITH IS UNIQUE AND SPECIAL. IT’S WHAT MAKES THE CITY SCHOOL.” - LEONA, PRE-K MOM AND TEACHER Leona was drawn to The City School as a parent looking for a place where her son Noah would be loved and taught to pursue excellence. Captivated by the school, she also joined our community as a pre-K teacher. Learn more about Leona on page 18.

TEACHERS MATTER

homes to students who need a safe

This is a place where teachers know

R

place to stay, and countless other

and love their students—as individuals.

obert Frost once wrote, “I am

anonymous acts of grace. And while

Teachers know students’ unique

not a teacher, but an awakener.”

our teachers perform these acts in

strengths and weaknesses, hopes,

Teachers do more than impart

fears, and dreams. They know what

knowledge. City School teachers

our students struggle with, where they

cultivate students’ passions, direct their God-given talents to places they are needed, and help them pursue grace in our city. Our teachers come in early and stay late to help struggling students make sense of challenging

“OUR TEACHERS’ INDIVIDUAL ATTENTION TO STUDENTS IS THE MAIN REASON OUR STUDENTS THRIVE.”

subjects. They pray for students

what gives purpose to their learning.

Our teachers’ individual attention to students is the main reason our students thrive. Students receive a personalized education from mentors who are deeply invested in their

through hardship and heartache.

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excel, what ignites their curiosity, and

futures and the development of their

Teachers buy hungry students

secret with no desire for praise, I share

lunch, provide families in need with

their sacrificial kindness to show the

Thanksgiving feasts and Christmas

sort of people God has called to teach

MEET THIS YEAR’S NEW

gifts for their children, open their

at The City School.

TEACHERS ON PAGE 18.

hearts.

Photo Credit: Michael DeHaven

INTEGRITY AND TO REALLY LOVE GOD AND PEOPLE. AS A TEACHER, THIS IS WHAT I PURSUE FOR EVERY

FRIENDS AND PEERS MATTER

W

thrive is because our students take

teachers and reinforced among

such joy in ensuring The City School

friends.

feels like a loving family.

hile passionate teachers do tremendous work in shaping

the lives of their students, students are often more directly influenced by the character of their peers. Who are the students surrounding your child?

What are their values and virtues?

How do they talk? What do they teach your son or daughter to pursue, to

Parents reaching out to The City School are often desperate to find

“WHO ARE THE STUDENTS SURROUNDING YOUR CHILD? WHAT ARE THEIR VALUES AND VIRTUES?”

a place where students are simply good to each other. One of the most tragically common things we hear from prospective parents is that their children were bullied, abused, or that their good character was cannibalized by friends-who-are-not-really-friends.

Conflicts and divisions are inevitable

prize, and to praise?

in a fallen world, and we also deal with

City School students take ownership of

Our students are—overwhelmingly—

these realities in our own community.

their community. We have cultivated

good-hearted, curious, kind, patient,

But when they arise, we are committed

a culture of grace, respect, and unity.

gentle, studious, and full of grace.

to approaching them with grace,

The reason this culture continues to

These are virtues absorbed from

justice, and a spirit of reconciliation in 5

hope that those who were harmed and

One unique aspect of our community

those who caused harm increasingly

is that some white students may find

learn to be restorers and bringers of peace.

We talk about bringing light to the city. We see our students as that light, and we teach them to see each other as bearers of light. We nurture the goodness God has already infused

“WE ARE A SCHOOL WHERE STUDENTS FROM ALL RACIAL, ETHNIC, AND CULTURAL BACKGROUNDS HAVE A VOICE.”

into the being of children made in

see this light in one another and share the common mission of bringing that goodness to the city we call home.

their environment as racial minorities.

We embrace this. While we fully understand that it can be challenging or even frightening to put yourself—or your child—in a minority position, we believe this experience builds empathy, strengthens our sense of justice, and helps us strive more boldly toward a

his image. Our students learn among friends and peers who are coming to

themselves for the first time exploring

world of reconciliation.

Below: We celebrate the beautiful diversity of our faculty and staff. Our early education teachers (pictured) represent a rich range of cultural backgrounds.

Another important facet of our racial dynamic is our thriving International Program. We invite students from across the world to learn in our community. Most of our international students are Chinese and Korean. One family are refugees from a country ravaged by revolt and civil war. We are having admissions conversations with students from Australia, Brazil, and Ethiopia. Our international students bring global insights to our local conversations about race and culture.

We are a place where racial divisions are discussed head-on in love, grace, and the pursuit of unity and truth.

SOCIOECONOMIC DIVERSITY MATTERS

RACIAL UNITY MATTERS

and vivid array of humanity. “Black”

M

ost of our students are people of

rich-but-untraceable African roots.

color. We celebrate the unique

Black may also mean Jamaican,

culture, history, and heritage shared

Haitian, Dominican. Our students

by the majority of our families. We

are Hispanic, Italian, Korean, Dutch,

embrace that. We are a school where

Chinese, Puerto Rican, German, and

students from all racial, ethnic, and

endless, beautiful combinations of

cultural backgrounds have a voice,

multiple racial identities.

and we rejoice in being a diverse

trove of recent research reveals the benefits of learning in a

socioeconomically diverse classroom.

One of the most important revelations in new data is that these benefits are multidirectional. All students benefit from learning in a community enriched by peers with different backgrounds, life experiences, and perspectives. School communities integrated along socioeconomic lines

To understand the racial unity-in-

report increasing test scores, higher

diversity at The City School, you need

college enrollment rates, and stronger

Our students—even those with

to look below the surface. You need to

creative, collaborative, and critical

similar skin tones—represent a vast

look more than skin-deep.

thinking skills (see information from

community.

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might mean Somali, Congolese, or

A

Right: Our students benefit from diverse friend groups. This cultivates empathy, compassion, awareness, and a strong sense of justice in our students.

The Century Foundation referenced at right).

Socioeconomic diversity is also vital to sustaining our mission. We love to partner with families who have deep financial needs—that is an uncompromising part of our mission.

At the same time, we need to be a school that is excellent enough to attract families who pay full tuition.

Our parents are doctors, lawyers, architects, fire fighters, police officers, professors—some have recently been laid off, some have struggled for years to find good work, some are disabled and on a fixed income, and some have even been homeless. But our students learn together as friends, peers, and equals.

That benefits everyone.

ALL OF THIS MATTERS

T

he City School is a family of families. The strongest value

proposition we have is our community.

Our people are everything. When we say “Who you learn with matters,” we are inviting you into a family that embraces but transcends the racial and socioeconomic realities of our people. This is a family of students, parents, teachers, administrators, donors, and volunteers who are united in this mission of bringing light to our city. We are a mosaic of cultures, experiences, and points-of-view: the

THE BEN EFITS O F S OCIO ECO N OMICALLY AND RACIALLY I NTEGRAT ED SCHO OLS 1) ACADEMIC & COGNITIVE BENEFITS • • • • •

Students in integrated schools have higher average test scores.

Students in integrated schools are more likely to enroll in college.

Students in integrated schools are less likely to drop out.

Integrated schools help to reduce racial achievement gaps.

Integrated classrooms encourage critical thinking, problem solving, and creativity.

2) CIVIC & SOCIO-EMOTIONAL BENEFITS • Attending a diverse school can help reduce racial bias and counter stereotypes.

• Students who attend integrated schools are more likely to seek out integrated settings later in life.

• Integrated classrooms can improve students’ satisfaction and intellectual self-confidence.

• Learning in integrated settings can enhance students’ leadership skills.

3) ECONOMIC BENEFITS • School integration efforts produce a high return on investment.

• Attending an integrated school can be a more effective academic intervention than receiving extra funding in a higher-poverty school.

• School integration promotes more equitable access to resources.

• Diverse classrooms prepare students to succeed in a global economy.

community as a whole is enriched by the uniqueness of the individual. That is who our students learn with.

AND WHO YOU LEARN WITH

The information and language above are quoted directly from the Century Foundation’s article: “The Benefits of Socioeconomically and Racially Integrated Schools and Classrooms” published on February 10, 2016. You can read the full version online at: tcf.org/content/facts/the-benefits-ofsocioeconomically-and-racially-integrated-schools-and-classrooms/.

MATTERS.

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LEARNING THROUGH CREATION

by Brandon Van Deinse, Communications Director

W

DNA—the desire, the need, to make.

E ALL LEARN DIFFERENTLY.

God has wired our brains in

marvelously diverse ways, allowing each of us to uniquely stand in awe of his creation. Some minds are more logical—some more abstract. Some of our brains absorb information through

“STEAM CLASSES INFUSE THE ARTS INTO THE SCIENCES, HELPING STUDENTS LEARN THROUGH APPLIED CREATIVITY.”

doing. In an academic world of rote memorization, standardized tests, and one-size-fits-most lesson plans, alternative learning pathways can be overlooked. But at The City School, we

we are made in God’s image, one of the marvelous implications is that we are creators. The Creator calls us into the joy of creating.

“In STEAM, that connection to God as we do. We learn about God, about

STEAM—exploring, constructing, creating. As subjects are analyzed academically in core courses, the act of art-based exploration familiarizes students with new ideas and helps

ourselves, and about our world—the physics, biology, the math behind all of it—through creation. We learn through creation.”

WHAT IT LOOKS LIKE

embrace diverse learning.

them uncover the beauty of what they’re learning. This is a treasured

Recently, Mrs. Gregory’s second grade

We learn through play and discovery

kind of learning in itself—spatial,

scientists took an artistic approach to

and wonder.

visual, tactile, mechanical—but this

agriculture. Last year, they enjoyed

kind of learning also assists students

a unit on the Sower and the Seed

in absorbing, processing, and

(Matthew 13:1-23) where they used

understanding material from math

science to prove the outcome of the

and science courses.

parable. After that they compared farm

Starting in our earliest grades, our STEAM classes infuse the arts into the sciences, helping students learn through observation, prediction, experimentation, and applied creativity. Even before students are developmentally prepared to grasp higher-level concepts, they are engaging with those big ideas in

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radiate the glory of God. When we say

Creator is the foundation of everything

listening, some through seeing, and some students simply learn by

The creative instinct is one way we

STEAM is messy, fun, and hands-on.

STEAM teacher Mrs. Gregory

vegetation food and processed foods and their sources. With the leftovers we planted our first-ever garden at

explains:

the Fairmount campus—pumpkins,

“God made us creators. It’s in our

Over the summer, God watered the

potatoes, onions, and strawberry corn.

1)

2)

STEP 1: Last spring our Fairmount

students learned about how plants grow by weeding our garden beds and planting them with pumpkins, potatoes, onions, and strawberry corn.

STEP 2: Coming back to school in the

fall, student continued to check on their plants until they were able to harvest them. Just look at those freshly dug potatoes!

STEP 3: Students enjoyed the farm-to-

3)

table experience by offering some of their school-grown produce for a creamy potato and onion soup.

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crops and nurtured the soil. In late fall, our students finally reaped their first harvest.

Students celebrated their bounty

DID YOU KNOW?

You can keep pace with all our STEAM projects online on Mrs. Gregory’s and Mrs. Santa’s blogs. Find them at cityschool.org/student-life/steam.

by enjoying potato soup. It was a fun—and yummy—way to connect science, hard work, and the art of cooking. With the leftover potatoes, students began experiments. Looking at potato cells under a microscope, they illustrated their findings. As they doodled, Mrs. Gregory noticed the

“EVEN BEFORE STUDENTS ARE DEVELOPMENTALLY PREPARED TO GRASP HIGHER-LEVEL CONCEPTS, THEY ARE ENGAGING WITH THOSE BIG IDEAS IN STEAM.”

concentric circles in crayon looked a bit like the famous color studies of Russian artist Wassily Kandinsky. So, after finishing portraits of the cell, they made their own Kandinskys.

ANOTHER EXAMPLE

Students learned that God created the sun and the moon on the fourth day and then began a unit on the sun and stars. They learned that stars are

4)

Not all those potatoes became soup. Students used the extras to investigate and make their own scientific drawings of cell structure.

5)

enormous, blazing balls of plasma held together by their own gravity. They

main goal of STEAM. With these

as they sang through the planets of our

facts as inspiration, students learned

solar system. By the end of the unit,

new blending techniques as they

students had explored a topic through

times larger than our entire planet.

painted solar flares. They learned

many lenses and disciplines.

Facts like these help students to

construction as they created a small

think spatially and scientifically and

cardboard shelter to test out a solar-

to stand in awe of God’s majesty.

powered light. They even learned

But memorizing facts is not the

about rhythm, cadence, and harmony

learned that the nearest star—our sun—is 93 million miles away. They learned that solar flares can be seven

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Students made a visual arts connection between their cell studies and the abstract works of Wassily Kandinsky. They finished by making their own works in his style.

about application and 3-dimensional

STEAM class empowers young students to learn through creation— seeing God’s glory as they explore his world.

WHO YOU LEAD WITH MATTERS

by Melissa Sanchez, Fairmount Principal

A

T THE CITY SCHOOL,

Our Admissions Director wants to

Our model is neither a dictatorship

WE LEAD THROUGH

know how decisions will influence

nor a democracy. It is an open

A PLURALITY OF

enrollment and relationships with

forum. Every voice contributes. Every

PERSPECTIVES. Over

prospective families. Our Director

perspective matters. Every leader

the past few years, our leadership

of Finance and Advancement

leads. This is not always easy—but it

team has grown to include our Head

Coordinator have different ideas of

is always edifying. We are passionate

of School, four campus principals, our

how we can raise—and steward—the

about what we do, and this passion

Admissions Director, Communications

money we need. The Communications

means emotions sometimes run high.

Director, Director of Finance, and

Director is concerned with how to

We debate. We critique. We challenge

Advancement Coordinator. As God

share our stories, refine our language,

each other. That’s the beauty of our

blesses us with opportunities to

and connect with our community.

team—not that we always agree, but

grow, we submit big decisions to the

that we pursue God’s will through

wisdom and counsel of the team.

the sometimes-turbulent process

We move like a tribe. With so many different leaders—in different roles, with different talents and passions, interpreting everything through different life experiences—we see

“EVERY LEADER LEADS. THIS IS NOT ALWAYS EASY—BUT IT IS ALWAYS EDIFYING.”

God’s work in our midst from diverse

discussion.

So what does this look like?

we are united in our love for Jesus, our respect for each other, and our commitment to The City School mission.

As we lead, we trust that God is leading

points of view. And every voice brings something uniquely valuable to the

of team leadership. Through it all,

But before we get into any of that,

through us.

we open in prayer. We share our burdens, the joys and sorrows of our students and staff, our hopes and

As a principal, I come to our weekly

fears. This vulnerability creates a safe

meetings thinking about my teachers,

place to share thoughts and feelings.

our students, and the daily life of our

If I can trust you with the burdens

campus. And every principal comes to

of my heart, I can trust you to lead

the table with his or her own sphere

us. We lay everything before God

of influence chiefly in mind. Our

together, building unity, intimacy,

Head of School brings a much larger

and trust among the people he has

vision for the whole school community.

called to lead.

Melissa Sanchez is Principal of our Fairmount campus. Prior to serving as Principal, Melissa was our lead kindergarten teacher for five years and Principal of Timothy Academy. Melissa and her husband David have been married for seventeen years and have three children at The City School.

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Squiggle artwork by Safi, Grade K

by Brandon Van Deinse, Communications Director

S

CIENCE IS INTIMIDATING.

But we as a society have failed to

I won’t belabor the point or bore you

Its formulas and equations

convince young girls and students

with statistics: women and minorities

are as alien to the uninitiated

of color that science is their domain.

are underrepresented in every field of science.

as indecipherable glyphs

scrawled into the bedrock walls of ancient Egyptian tombs. To think scientifically is a brave enterprise.

It is to stand in awe of creation and dare to ask “how?” (As followers of Jesus, answering that incisive “how?”

Why?

“OUR GIRLS EXAMINE THEIR OWN DNA UNDER A MICROSCOPE.”

And what do we do about it?

FirstHand, an educational initiative of the University City Science Center,

is not made easier by evoking God’s

proposes an answer in their course,

power—the question is infinitely more

DNA Selfie. DNA Selfie is a 12-week

complex if it means unraveling the

When their curiosity and

girl-focused workshop that empowers

machinations of divinity.) We are all,

science-minded desire for truth was

girls to see themselves as scientists.

especially children, naturally curious

at its peak, we failed to harness their

Obliterating narrow expectations of

creatures. We want answers. Scientists

creative-explanative-revolutionizing

girlish behavior, our young women

cultivate this sense of wonder and

passion and draw it into the laboratory.

take a hands-on approach to science

longing-to-know until it becomes a consuming passion that brings them to the very brink of human knowledge— and, sometimes, beyond.

For all its allure, science is daunting.

It takes risk. It takes tenacity. (You might say grit.) It takes an almost miraculously fine-tuned amalgamation of confidence and doubt. It takes the kind of intelligence that is strengthened, not shattered, when it

Moiya

is proven wrong again and again and again. (For science is the business of proving yourself wrong.)

AMAYA AND JENNY’S PROJECT (MOST CREATIVE): “WE NAMED OUR COMPANY CUREAN—IT MEANS CUBAN AND KOREAN. WE DESIGNED A BUS THAT USES A HELIX TO RAISE UP A SECOND STORY. THE BACK HALF OF THE BUS OPENS LIKE A CONVERTIBLE WHEN IT’S FULL, AND THE SPIRAL RAISES UP WITH EXTRA SEATS. THE HELIX SHAPE PROVIDES MAXIMUM SEATING FOR THE SPACE.”

that incorporates heavy duty power

and entrepreneurs—women working

vacation, I swing by my house to pick

tools like drills and grinders, alongside

in science and technology who prove

up the camera before heading to the

delicate and sophisticated equipment

to our girls that they can thrive in an

Science Center. I am greeted at the

like electron spectrometers.

intimidating field where girls like them

door by Tristan, my five-year-old

rarely dare to tread.

prince. He is in the middle of a math

Enter our eighth-grade girls. They are a diverse group. They are Cuban,

For their final project, girls split into

Korean, Chinese-Jamaican, Italian,

groups of two or three and become

and many shades of African. They are

inventors. Their challenge is to create

artists, poets, cheerleaders, volleyball

a product utilizing the unique shape

players, video gamers, and violinists.

of our DNA. Girls dream up a helical-

They are young girls, mostly girls of

inspired product, sketch out designs,

color, with unimaginable potential and

create a working prototype, and

possibility written into their souls. By

develop a sales presentation to solicit

the end of this course, we hope, they

mock-investments from staff scientists.

will know the sciences are theirs to

They collaborate, pioneer, and inspire.

command.

presentations, Mrs. Hamel, our middle

under a microscope. (I mean that

school vice principal, asks if I’d like

literally, although it also makes an

to attend. Definitely. I love seeing our

apt metaphor for a crash course in

students create. I love to see what

empowerment and self-discovery.)

happens when they are given a big,

They use biological dyes to image the

open-ended project and allowed to

nucleus of their own epithelial cells.

chase their curiosity wherever it takes

They study the helical structure of

them.

in architecture, machinery, and nature.

They interview successful inventors

y e r Aud

breaks away to wrap himself around my legs, scurry up, and kiss my nose three times.

“Why you home already, papa?”

“I forgot the camera this morning. I need to take some pictures.”

“Ohhh. Where?”

“I’m going to the Science Center to

On the day of their final project

Our girls examine their own DNA

nucleic material and draw comparisons

lesson—he’s homeschooled—but

take photos of some girls showing off their inventions.”

“Are kids allowed?”

I pause. He asks me this a lot. Almost every time I head to the gym he says, “I wish they let kids come. I wanna go to the gym with you.” His eyes are shining with expectation. I hadn’t

So, on that frosty Friday afternoon,

thought about bringing him, but yeah,

our first week back from Christmas

I suppose kids are allowed.

“You want to come on a field trip with Papa?”

“Yes! I’m going to see science!”

On our way to the Science Center

Aliyss

Tristan insists on stomping through every patch of snow he can find. His

a

joy is so pure and uncontained that I can’t ask him to stop. Although we have plenty of time, I’m inclined to hurry. His childlike sense of wonder is good for me and makes me slow down and appreciate the moment. As we walk, he keeps telling me how excited he is to see scientists.

We get to the building and take an

AUDREY AND ALIYSSA’S PROJECT (MOST LIKELY TO INVEST IN): “WE DESIGNED A COSMETIC CASE. WE WANTED TO CREATE SOMETHING PRACTICAL THAT WE WOULD USE IN OUR OWN LIVES. THE TOP OF THE CASE OPENS ON A HELIX TO SAVE SPACE. I THINK WE WON ‘MOST LIKELY TO INVEST IN’ BECAUSE WE HAD THE MOST REALISTIC PRODUCT THAT COULD BENEFIT EVERYONE.”

elevator to our floor. The girls are setting up their displays. Tristan and I stop by their tables and get a sneak peek at their projects. One catches his eye. It’s a string of LED lights spiraling around a metal frame and bamboo chimes. As Moiya disentangles her project and tries to force its frame back into a perfect helix, she exclaims—with

“THEIR CHALLENGE IS TO CREATE A PRODUCT UTILIZING THE UNIQUE SHAPE OF OUR DNA.”

very Moiya melodrama—“This thing is a hot mess!” Tristan erupts into an hysterical fit of giggles, cupping his hands over his mouth in a vain attempt at keeping quiet. Moiya, noticing her adoring audience of one, begins a sales pitch that’s equally polished and hilarious—punctuated with her singing, “Shine bright like a diamond!”

Tristan is enthralled and she’s earned his vote for Best Presentation already.

I ask Moiya what she’s learned through this course.

“I learned anyone can be a scientist.

If you want to be a scientist, do it!

Don’t let your race stop you, don’t let your gender stop you—don’t let your age stop you. Science is for everyone.

I’m so proud of the things we created working together, and it shows you can do anything when you work hard and put your mind to it.”

Above: The author’s son Tristan tries on Isabelle and Bryee‘s helix-inspired sunglasses, which won the award for Best Prototype. Moiya and An investigate the helical structure of DNA during a weekly session at FirstHand.

mess” wind chime). The girls’ projects

Parents and staff scientists start

are so diversely creative. Some are

filtering in. They go table-to-table in

practical—a plumbing snake, jewelry

small groups, listening to the girls’

box, or pair of glasses—and some

presentations and asking questions

are out-of-this-world aspirational—a

about their projects. “What inspired

double-decker bus with spiraling seats

you?” “What problem does this

or a 3-D model of plans for a DNA-

solve?” “How did you incorporate

shaped hospital. FirstHand’s Program

the helix into your design?” As the

Coordinator, Maya, remarks about

presentations conclude, they cast votes

this. “City School girls are creative.

for Most Creative, Best Presentation,

They really went outside of the box

Most Likely to Invest In, and other

with these projects and came up with

categories. There’s an awards

We head to other tables. (Tristan

unique, ambitious ideas we’ve never

ceremony and every team wins a

keeps returning to Moiya and “the hot

seen before.”

category.

MOIYA AND LA’ARA’S PROJECT (BEST TEAMWORK): “WE WORKED ON A WIND CHIME USING THE DOUBLE-HELICAL SHAPE. IT WAS INSPIRED BY LA’ARA’S MOM, WHO PRACTICES YOGA. WE WANTED TO CREATE SOMETHING THAT HAS A CALMING EFFECT. WE USE LIGHT AND SOUND TO SET A RELAXING MOOD. THE DNA SHAPE IS EFFICIENT FOR SMALL SPACES AND HELPS REMOVE CLUTTER FROM LIFE.”

“CITY SCHOOL GIRLS ARE CREATIVE. THEY REALLY WENT OUTSIDE OF THE BOX WITH THESE PROJECTS AND CAME UP WITH UNIQUE, AMBITIOUS IDEAS.”

E SSE N TI A L Q U E ST I O N S

by Jim Sorge, Rittenhouse Principal

Mrs. Hamel concludes by addressing the girls.

“You did amazing work. I’m impressed with how you channeled your creativity into such different, totally unique projects. You worked together as teams and did a great job of letting everyone contribute. And it shows in your work. Any one of you could succeed as a scientist. You could be an engineer, a chemist, a biologist—you could teach science, you could invent, you could explore space or the oceans.

You girls could do anything. Wherever God calls you, and whatever you decide to do, I want you to know you can do it.”

children begin to ask, “Why?” That deceptively simple question captures their imagination and, if their natural curiosity is cultivated, begins a lifelong journey of unraveling the beauty and mystery of our world. That’s what learning is.

At The City School, we challenge our students to learn through different kinds of questions. Some are direct—true/false, multiple choice, fill in the blank. Other questions are nebulous-by-design.

In a world where women and people

They are questions too complex to answer in a single class period,

of color possess so much ingenuity

year, or even lifetime. We call these Essential Questions.

and passion that isn’t channeled into

Essential Questions teach students critical thinking skills, research

the sciences, that’s an important word of truth for our eighth-grade girls.

It’s also a message my son needs to hear. Like our girls, I want my son to know he has all the potential in the world bound up in his little heart—

methodology, how to understand and compare competing philosophies, and how to craft a coherent worldview. Some of the Essential Questions you will find adorning the walls of our Rittenhouse campus are: IS GOD RATIONAL?

he can do anything. I want him to

HOW DOES DARKNESS HELP YOU SEE?

know this for himself and to call it

WHY ARE YOU A CREATOR?

forth in others—especially those who may have had that truth denied or

WHO DECIDES WHAT IS BEAUTIFUL?

hidden from them. FirstHand Philly is

These questions force students beyond rote memorization into the

working toward that. The City School

domain of true learning. Rather than simply answering questions,

is working toward that. I am working

students embrace, explore, and experiment with questions. They may

toward that.

never discover a full, satisfying answer, but the exploration itself is

I hope you are too.

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WE LEARN THROUGH QUESTIONS. From a very young age, curious

the adventure of learning.

WHAT QUESTIONS DO YOU ASK YOURSELF?

YOUN G MUSI C I A N S PAR TN E RI N G W I T H T U N E U P P H IL LY

THIS YEAR WE ARE EXCITED TO PARTNER WITH TUNE UP PHILLY,

a differentiated musical curriculum offered through the Philadelphia Youth Orchestra. Our Grade 1 and 2 students joyfully took up the violin and clarinet and have been practicing for months in anticipation of their first concert. This January our students joined hopeful musicians from nine other schools to perform together as an orchestra. They played a diverse set ranging from Armenian folk music to French opera to a beautiful rendition of “Amazing Grace.”

In addition to our own Spring Arts Festival, we have a few special events coming up. We’d love you to join us!

PHILADELPHIA YOUTH ORCHESTRA SHOWCASE THE KIMMEL CENTER SUNDAY, MARCH 26 | 3:00 PM INAUGURAL FESTIVAL CONCERT TEMPLE PERFORMING ARTS CENTER SATURDAY, MAY 27 | 3:00 PM 17

TEACH E RS MATTER The City School is a family. The strength of our community begins with our teachers. Their love, grace, knowledge, and wisdom define our school culture. Their passion for learning awakens our students’ curiosity. Their relationships shape our students into thinkers, leaders, and world-changers. We believe hiring the best teachers is the most important thing we can do to enrich our community. Meet the teachers God called to our family this year.

L E O N A B AC K U S Leona was drawn to The City School as a parent looking for a place where her son Noah would be loved and taught to pursue excellence.

Her family was living in Florida, looking to return to Philadelphia, when they discovered The City School through the recommendation of a friend. “I toured the school and interviewed with Principal Sanchez— and I immediately knew this was home for us. God’s presence here was real and palpable,” she says. Leona and her family moved to West Philly where they are part of a church plant and intentional about building relationships with their neighbors and investing in their community.

When a teaching position opened earlier this year, Leona applied and we were blessed to receive her as a Pre-K Co-Teacher. Leona sees The City School as an extension of her life of mission in the city. “We are a light to the city,” she says, “—that’s our mission as a school and it’s our calling as followers of Jesus.” Leona teaches at our Fairmount campus.

B R YA N N I A B O N G I O R N I Spanish and Physical Education “The world is full of such a beautiful array of cultures and people. I began studying Spanish in middle school, and that experience awakened in me a passion for languages—and for the diverse people who speak them. As humans, we tend to think selfishly and to focus on the needs of only our community. I see teaching Spanish as a way of showing students there’s a bigger world out there.

The people, the culture, the places, the languages—there is so much to celebrate.

The thing about PE is. . . it’s fun! Physical activity is great for body, mind, and soul. Kids need to run, play, and expend their energy. We also learn important lessons about teamwork, sportsmanship, and humility. We learn how to persevere in the face of challenges, frustrations, and our own weakness. This is excellent training for the difficulties we face in all of life.” Bryannia teaches Spanish and PE at Fairmount, PE at Spruce Hill, and Spanish at Walnut Street.

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Photo Credits: Michael DeHaven (left & below)

P r e - K C o -Te a c h e r

PA R I S C A M P B E L L K i n d e r g a r t e n C o -Te a c h e r “It amazes me how much I have grown as a teacher in the past few months at The City School. Since the school year began, my mind has been moving at a non-stop pace, and I constantly have a list of things to do, plan, or share. But amidst all the excitement, I have learned God requires us to stop moving, to recognize and reflect on the amazing truth of his plan for each of us. I am gently reminded by God to take time to, “Be still, and know that I am God,” (Psalm 46:10).

Being still in Kindergarten is challenging, almost as challenging as the responsibility of teaching valuable biblical worldviews in a way that fosters an understanding and love of Jesus Christ. Nevertheless, this incredible honor inspires me to carefully follow in his footsteps in an effort to be a perfect teacher.

It’s true, no one is perfect, but yet God continues to bless me with the creativity, energy, and ability to reveal his light to students with purposeful lesson plans.

Above all, teaching at The City School has shown me the undeniable truth Jesus spoke, “For where two or three are gathered in my name, I am there among them,” (Matthew 18:20). Now, more than ever, I know God has been and is always present with me in the classroom and will continue to enable me, but more importantly, my students, to achieve great success.” Paris teaches at our Spruce Hill campus.

NAEEMAH DAV I S

Photo Credit: Michael DeHaven

K i n d e r g a r t e n C o -Te a c h e r “It is an honor to be used for kingdom building within The City School community. My mission is to restore, maintain, and help rebuild hope in the hearts of all the children I teach. I am grateful for the opportunity to witness and encourage our students’ growing relationships with the Lord.”

Naeemah serves as the Children’s Choir Director with her church. She enjoys painting, sewing, line dancing, and cooking. She also loves outdoor adventures like zip line, polar plunge, and running the PhilAmazing Race. Naeemah teaches at our Fairmount campus.

ERNEST “TREY” H O L LOWAY I I I L a t i n Te a c h e r “I am passionate about the study of the Latin language and its literature for the simple reason that it unlocks an intellectual world and literary culture that has profoundly shaped our own modern day Western society.

Cultivating a love for the language and helping students to appreciate its extensive influence and relevance, is one of my primary objectives.”

Dr. Holloway holds two PhDs., a Masters in Theology and a Masters in Divinity, and has published books and articles about the role of humanism during the Scottish renaissance.

He loves to learn. And Dr. Holloway strives to ignite that same passion in the young learners entrusted to him in Latin class. He sees Latin as more than the study of a dead language— it is the study of a living culture, which spans history and continues to influence modern language, philosophy, art, and life. Trey teaches at our Rittenhouse campus.

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LY D I A PA R S O N S S c i e n c e Te a c h e r “Being a science teacher is like being a translator for God’s creativity. This is why I teach, so that my students can really understand the beauty of God’s magnificent work! I enjoy teaching, and empowering young minds to explore all that the world of STEAM has to offer. It is especially pleasing to investigate ideas, and enlighten the minds of those who are passionate about the splendor of our King.”

Ms. Parsons is a Philly native and has a son, Emmanuel, who attends the City School at Spruce Hill. She absolutely loves science, and anything involving creative and performing arts, which is why she prides herself in being a great spoken word artist. Lydia teaches at our Rittenhouse campus.

DA N L I K E N E n g l i s h Te a c h e r “As an English teacher, I believe it is my responsibility to increase students’ appreciation for language and improve their facility in handling it. Through reading, writing, and dialogue, we can engage each other in exploring the world around us, and in that exploration deepen our understanding of God and his creation.”

This year Dan worked with students to launch a new student-published literary magazine, The Mane Point.

Dan collects poetry, short stories, essays, and art from students and encourages students to use their creative passions to glorify God and build community among one another.

Dan is a poet, a blackbelt in Doshinkan Aikido, and an avid player of board games with friends. Dan teaches at our Rittenhouse campus.

NOEL TERRELL M u s i c Te a c h e r “Music is more than notes and harmony—it’s a way of unleashing your emotions. Music moves people. It brings us together. It glorifies God. My dream is to share the power of music with my students.”

Before joining The City School team, Noel toured Europe with British hip-hop/r&b duo Floetry and played keyboard with diverse musical acts like Pharrell Williams, Meek Mill, and Jill Scott. He is also Minister of Music for Berachah Baptist Church. His passion for music and love for Jesus drew him to The City School, where he is excited to teach young students to find the same self-expression and power of worship he finds in music. Noel teaches at the Spruce Hill and Fairmount campuses.

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P E R S O NAL TESTIMON Y K I M B E R LY J ON E S, A DM ISSIONS DI RECTO R

G

OD TOLD ME ONE YEAR AGO, “It’s time for you to come from

behind this desk.” I didn’t know what, where, when, or how, but I knew he had given me a command. I tried to be obedient by searching for a new job. There were no openings at The City

School, so, while I loved this place deeply, I looked elsewhere. There were doors I thought I could glide through, but they kept slamming shut. Feeling overwhelmed, but still trusting God’s lead, I confided in a friend at work. I told her, “I am not going to be behind this desk much longer, because God said so.”

Months passed. So much time passed that—oh no!—it was time to sign a new contract. I remember staring at it and saying, “Father, you told me it’s time to come from behind this desk, so I’m not signing it.”

I could not make God out to be a liar, so I kept looking for jobs. I knew I would land one. I was sure God told me to move. But why was nothing working out?

My friend encouraged me with God’s word: be anxious for nothing, but pray for everything (Philippians 4:6). She reminded me to persist in obedience and to not try and get ahead of God. So I waited, with an unsigned contract, as

“GOD DRAWS FAMILIES TO THE CITY SCHOOL, HE OPENS THE DOORS OF OPPORTUNITY, AND HE FILLS OUR SCHOOL WITH THE CHILDREN HE CHOOSES TO BRING. ME, I’M LIKE A MAIL CARRIER: I GIVE OUT THE INFORMATION HE WANTS ME TO SHARE. ”

patiently and faithfully as I could.

Suddenly, the admissions director position opened! I remembered the testimony of my friend and mentor, Dr. Barbara Moses, about how she came to found Philadelphia Mennonite High School. So, like her, I decided to walk through open doors until they closed. I knew God was with me and his will would be done one way or another.

I applied and… here I am! Excited, nervous, but humbled by God’s work in my life. I did not walk through those doors alone. God is with me. He draws families to The City School, he opens the doors of opportunity, and he fills our school with the children he chooses to bring. Me, I’m like a mail carrier: I give out the information he wants me to share.

I have been the admissions director for four months now, and I love what I do. I am a people-person, and I love to empower folks to go beyond their expectations. Sharing the opportunity for an excellent, accessible, Christian education is good news I love to share. There is a steep learning curve in this position, and there is stress and much responsibility, but my God is able to do exceedingly, abundantly above all I could ask or think. I am grateful for the opportunities and challenges that have forced me to stretch and grow in this position.

People ask me if the stress gets to me or if the challenges feel like too much.

No. I am not worried one bit about this assignment. If God is for me, who can be against me? I just pray and marvel at how God works for me and through me. I praise Jesus for his favor—not just for me, but for his blessing on the whole City School family.

Kim Jones: Was the office manager at Philadelphia Mennonite High School for fifteen years and an office manager at The City School for two. Along with years of experience, Kim brings a rich passion for student flourishing and serving families. We are so excited to have her as our admissions director.

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BEHIND THE LENS W I T H F RE S HM A N SEB AST I AN G UT I E R R E Z I sometimes find myself in rare moments where I stop and try to appreciate how photography has shaped me—and I try to capture that feeling in writing. I always seem to struggle. However, I always find a new reason to try again. I eventually realize that I must constantly remind myself that photography will never stop shaping me. Through photography I’ve become more confident, more aware, more sensitive, less sensitive, and more challenged than ever before.

My images are influenced by my feelings in the moments in which I’m holding down the shutter. The most influential artist in my life once told me that how I see is more important that what I see. Friends and family have watched me make the thousands of decisions I’ve made when it comes to one small button on the top right of my camera.

I’m looking forward to thousands more.

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FAMILY INTERVIEW THAT CHOICE LOOK LIKE FOR YOU Education is a community effort. The learning that happens five days a week within the walls of our campus is only part of a student’s educational journey.

Long hours are spent outside of school—doing homework, studying for exams, reading, researching, looking for practical ways to apply new knowledge to all of life. In this area of education, the family is indispensable.

This year we welcomed Zuzu to The City School family. Her parents, both professors, were drawn to our community through the reputation of our academic program. Zuzu is thriving in her pre-K class and is wellloved by her teachers and friends. We recently interviewed Zuzu’s parents, Kerry and Sheri.

ZUZU’S EXPERIENCE? SHERI: We are excited for Zuzu to get

to know cultures different than what she has been accustomed to. Living in Philadelphia, and sometimes observing deep racial divides, we are glad she has the opportunity to learn among friends of diverse races. I am not sure if Zuzu this is a school with an academic pre-K

even recognizes she is a minority in

program and not a day care.

school. She has never once mentioned

WHAT HAS YOUR EXPERIENCE

KERRY: With regard to Zuzu being

FAR?

in the minority, I continue to be

W

School by its location in the city, its

and love her. They know her well.

DREW YOU TO THE CITY SCHOOL?

SHERI: We were drawn to The City

proximity to my work, the Christian mission of the school, and its excellent curriculum. Our good friends have a son at The City School and shared their experience, talking about how he was thriving at the school, and we decided to take a closer look. My first impression on campus was that Ms. Jones was personable and extremely

feeling any different.

BEEN WITH THE CITY SCHOOL SO

SHERI: Our experience so far has

HAT INITIALLY

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AS PARENTS, AND WHAT HAS BEEN

been far above expectations. I would describe this school as a warm, committed, kind, and loving place to learn. Zuzu’s teachers, the principal, and the office staff have accepted her and kindly and consistently teach her

KERRY: I wanted a place that would

love Zuzu. So, with Sheri, I am very happy that we have found The City School to be a place where our child is loved by the faculty and staff.

It’s critical to Zuzu’s growth as a child—spiritually, emotionally, and intellectually.

heartened by the inclusive way Zuzu is treated. Many of us talk a lot about race relations in the US, but the only way to move towards greater justice and reconciliation is to actually be in relationships with one another, locally. I like that Zuzu is being socialized into a multi-racial, multi-ethnic environment.

We previously lived in Hawaii, which is the most multi-racial state in the country. My two older daughters spent a year and a half in India when they were Zuzu’s age, when we were living there as a family. We will likely be returning this summer. In other words, we’re committed to raising our children in ways that cross and perhaps breaks down barriers, and I think Sheri would

knowledgeable as she did the testing.

ONE UNIQUE THING ABOUT THE

agree that we understand such work as

We also spoke with Jake Becker over

CITY SCHOOL IS THAT SOME

part of our Christian vocations. I’m not

the phone and were impressed with

WHITE STUDENTS MAY FIND

fully satisfied with my own role in that

his vision and care of students and

THEMSELVES IN THE MINORITY

endeavor, but our connection to The

their families. We were very glad that

FOR THE FIRST TIME. WHAT DID

City School is on the right track.

“I am impressed by The City School’s willingness to tackle tough questions about race, class, and inclusiveness. There is a culture of unity that permeates The City School, from students to teachers, all the way to the board of directors.

They are committed to doing what is right by our city—even when it’s hard.” -Miki Poy

WAYS TO GIVE ANNUAL FUND The Annual Fund is the most significant fundraising priority for The City School.

As a school committed to excellence and accessibility, our Annual Fund supports significant scholarships to students in need. This fund also provides money to support teachers, classroom materials, and the general operation of the school.

MATCHING GIFTS If your employer participates in a matching gift program, your contributions can be doubled. Send your donation to The City School with your company’s matching gift form to initiate the matching gift process.

TAX CREDITS (EITC & OSTC) Eligible businesses that pay taxes in the Commonwealth of Pennsylvania can provide scholarship support to students in need. Contributing businesses can receive up to a 90% tax credit in return.

STOCK GIFTS We welcome gifts of appreciated securities. You may take a charitable deduction for the full value of the stock and avoid capital gains tax.

ENDOWMENT

MIKI POY IS AN EDUCATIONAL CONSULTANT, A FORMER LEADER

Gifts to the Endowment Fund provide a permanent source of funds, enabling us to provide scholarships to deserving student for years to come.

WITH THE PHILADELPHIA SCHOOL PARTNERSHIP, AND A MEMBER

LEGACY GIFTS (PLANNED GIFTS)

OF THE CITY SCHOOL’S STRATEGIC ADVISORY BOARD.

Legacy Gifts are designed to provide donors with tax benefits, income benefits during your life, and provide a legacy through your will, while also providing for the future of The City School.

She works closely with dozens of schools whose missions, budgets, and demographics are as diverse as the city we live in. Miki knows, more intimately than most, the importance of making excellent education accessible for children in Philadelphia.

GIFTS IN KIND

As The City School grows deeper and wider, we are thankful for partners like Miki whose experience and expertise help guide our growth.

The City School welcomes gifts of supplies and equipment. We will send you a tax deduction letter for these types of gifts.

To find out how you can partner with us contact the Development Office at 215.769.5363.

GIVE ONLINE AT CITYSCHOOL.ORG/GIVE OR THROUGH THE MAIL USING THE GIVING ENVELOPE PROVIDED.

860 N. 24TH STREET, PHILADELPHIA, PA 19130, 215.769.5363 FAIRMOUNT, ELEMENTARY CAMPUS

Visit our online visual arts gallery. Leave comments for our young artists, and support our art program.

S AV E T H E D AT E

03.31.17 JOIN US FOR OUR

SPRING ARTS FESTIVAL GO TO CITYSCHOOL.ORG/SPRINGARTS FOR MORE INFORMATION