The Gryphon: Spring/Summer 2015 by The Cambridge School of Weston (CSW)

THE

spring 2015

the cambridge school of weston magazine

Making Change in the World Intersection of Past and Present: History at CSW The Spark of the Roboticists

2014–2015 board of trustees

2014–2015 parents association leadership

Ben Alimansky ’87

Deborah Kahn P ’16 President

Christine Chamberlain ’63 Chair, Governance Committee Erika Christakis P ’11, ’13, ’16 Phil DeNormandie ’67 Rachael Dorr P ’07

Anne-Marie Fitzgerald P ’16 Vice President Lori Harris P ’17 Birthdays for Boarders

Nina Fialkow P ’10

Gillan Wang P ’17 Faculty Appreciation

Anne-Marie Fitzgerald P ’16 Parent Representative

Nancy Smalzel P ’15 Host Boarding Program

James Garcia ’15 Boarding Student Representative

Patricia Waters P ’15 Barbie Foster P ’16 PIN (Parent Information Network) Representatives

Shelley Hawks P ’12 Kaiko Hayes ’81 Deborah Kahn P ’16 Parent Representative Kay Kim P ’15, ’16, ’18 Noa Machover ’15 Day Student Representative Rick McCready P ’13 Treasurer; Chair, Finance Committee Bob Metcalf ’53 Chair, Planned Giving Committee Jane Moulding Head of School Christian Nolen P ’10 Chair of the Board Deborah Pressman P ’10 Mort Rosenthal P ’08, ’13 Mark Santa Maria Faculty Representative Sarita Shah ’86 Assistant Secretary Simon Taylor ’98 Peter Thorne P ’12 Assistant Secretary Eduardo Tugendhat ’72, P ’07 Anjali Tyagi Faculty Representative Susan Vogt P ’14 Assistant Treasurer; Vice-Chair, Finance Committee; Chair, Campaign Steering Committee Sheila Watson P ’12, ’17 Vice Chair of the Board; Chair, Development Committee Jack Welch P ’15

Kim Kaufman P ’14, ’17 Parent Information Coffees Susan Buta P ’17 “PACED” (Parent Association Committee on Equity and Diversity) Lise Gordon P ’14, ’16 Welcoming Committee To contact the Parents Association please email: pa@csw.org.

the gryphon, spring 2015 Jane Moulding, Head of School Rachel Stoff, Managing Editor / Associate Director of Marketing and Communications Rebecca Schultzberg, Director of Development

contributors Arlo Furst ’04, Communications Specialist Caroline Friedland ’13 James Garcia ’15 Katie Gorson ’16 Anne Mackin P ’12 Denise Moorehead Martha Nussbaum P ’91 Eli Plenk ’08 Kiera Rowe ’16 Sarita Shah ’86 Adam Stein ’55 Jane (Stoneman) Stein ’56 Sarah Zobel

Cover art: by Will Close ’15. “Brainscape,” a pen and ink rendering made from hand tea-stained sheets garnered him national attention and the American Visions Medal from the Boston Globe Scholastic Writing & Art Awards.

design Stoltze Design • www.stoltze.com Brian Azer, Tom Urell, Mary Ross

The Cambridge School of Weston is a coeducational college preparatory school for grades 9–12 and postgraduate study. Inquiries for academic year admission should be directed to Trish Saunders, Director of Admissions, at 781.642.8650. The Gryphon welcomes class notes and photographs by alumni, parents, and friends. Please email submissions to alum@csw.org; call 781.642.8619; visit www.csw.org; or send to: Alumni Relations The Cambridge School of Weston 45 Georgian Road Weston, MA 02493

contact To contact the editor, email: gryphon@csw.org Website: www.csw.org

Spring 2015 Departments 02 03 12 17

Leading Thoughts by Jane Moulding News & Notes Noteworthy CSW Bookshelf

Creativity at Work

CSW By the Numbers

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Course Spotlight My Five

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Features 30

Faculty Features: Anjali Bhatia & Ryan Jacobs

From the Desk of… Martha C. Nussbaum P ’91

Making Change in the World

Social Justice and Sustainability

Intersection of Past and Present: History at CSW

Perspective: The Spark of the Roboticists

Alumnae/i News

art by

Katie Blumstein ’15

Commencement 2015

Alumni Profiles: Steve Webber ’62, Sheila Austin ’72 & Toi Carrion ’04

From the Archives: Then & Now

Class Notes

In Memoriam

College and University Matriculation for the Class of 2015

Alumni Reflections: Adam ’55 & Jane ’56 Stein’s Story

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The Gryphon Spring 2015

Leading Thoughts

Our Important Place in the World o n c e ag a i n , i n t h i s i s s u e

we focus on the broad topic of social justice and we move it, appropriately, forward into social action and active deeds. CSW has always been a place where action matters, where risks are taken and new paths are forged. It seems right to recall Theodore Roosevelt’s often quoted “Man in the Arena” speech that he delivered at the Sorbonne in Paris, France in 1910, 105 years ago: “ It is not the critic who counts, not the man who points out how the strong man stumbles or where the doer of deeds could have done them better. The credit belongs to the man who is actually in the arena … who strives valiantly … because there is no effort without error and shortcoming; but who does actually strive to do the deeds … who spends himself in a worthy cause; who at the best knows in the end the triumph of high achievement, and who at the worst, if he fails, at least fails while daring greatly….”

“We want our students to commit to life-long learning and to integrate balance and wellness into all that they do.” —Jane Moulding

The Cambridge School of Weston’s mission is “…to provide a progressive education that emphasizes deep learning, meaningful relationships and a dynamic program that inspires students to discover who they are and what their contribution is to their school, their community and the world.” Reading about these contributions inspires us to believe deeply in the influence of our school and its integral place in the world. As a school we attract passionate, creative, energetic young people: students seeking a community where they may “dare greatly.” Look at the examples in this magazine: a mayor of his small hometown, a developer of micro lending programs in impoverished areas, and the youngest state representative in Connecticut history. These graduates are now out in the world influencing others, using the power of their inner confidence, gained at CSW.

It is never dull at CSW! The excitement we feel this spring as the board of trustees puts its work on funding and building the new health and fitness center into high gear is palpable. Just as our dynamic program in learning and teaching inspires students to grow into changemakers, housing a beautiful center that provides inviting spaces for exercise, indoor team sports, yoga and walking, to name a few, will vouchsafe the vital community of students and adults. We want our students to commit to life-long learning and to integrate balance and wellness into all that they do.

Jane Moulding, Head of School

news & notes

News & Notes

Five Star Rhythm Sections opened the special Diversity Day assembly.

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The Gryphon Spring 2015

progressive education lab update The Cambridge School of Weston’s innovative two-year teaching training program, Progressive Education Lab (PEL), is currently in its third year and continues to grow and educate new teachers to become powerful educators and agents of change in the profession. This spring, online inquiries for the upcoming 2015–2017 cohort were received in record numbers as interest in the program among recent college graduates continued to rise. Additionally, the 2014–2016 cohort of PEL fellows are preparing for their second-year placements as full-time teaching interns. Current first-year PEL fellow, Caleb Colpitts, who graduated with a Bachelor of Fine Arts from Rhode Island School of Design in 2014, will be teaching in CSW’s Visual Arts Department for the 2015–2016 school year. Caleb’s teaching assignment will also include a number of integrated studies courses and he will serve as a dorm associate in CSW’s Residential Program. We are excited to have him join our community of teachers and learners!

Diversity Day The Diversity Committee worked closely with Johára Tucker, Director of Social Justice and Multicultural Programming, and committee advisor and math teacher LeeAnn Brash, to put on a fantastic selection of workshops that many students generated, organized and led, such as: Brazilian Rhythms, Education and the Opportunity Gap, Bollywood, Dancing Like a White Girl, Traditional Chinese Painting and Steel Pan. A large number of faculty and staff presented workshops like Ghosts in Japanese Folklore, Bollywood, Shonda Rhimes: Scandal & Race and one that examined the diminishment of black voices in the sustainability movement. Special guests included Five Star Rhythm Sections: a group of percussionists on a variety of steel and other drums who brought the community to their dancing feet; and Lenelle

asian american footsteps conference hosted by csw For the first time, CSW hosted the annual conference for students of Asian descent or origin to participate in workshops and gather for discussions and reflection on a variety of issues. Coordinated by the students in the Asian Club, along with faculty advisors Anjali Bhatia and Agnes Voligny, one of the day’s highlights included the keynote address given by Lisa Wong, Mayor of Fitchburg, MA, the first female Asian American mayor elected in the Commonwealth of MA.

Moise, a playwright, author and poet who performed as the keynote speaker. Moise presented a selection of her powerful poems and plays that explore fictional and actual accounts of her life in Haiti as a young girl. Her vignettes had the audience on the edge of their seats. In the opening assembly, Tucker encouraged the community to “dive in and lean into the discomfort.” “Let’s talk about important issues, but let’s also be actively hands-on and engaged,” she shared. The Diversity Committee is led by two student coordinators who worked with fellow students to organize the program that was divided into cultural arts and discussion workshops throughout the day, and ended with a debriefing session in each class.

news & notes

Spring Fling: Parent Benefit Supported Faculty Professional Development A festive event, coordinated by CSW parents, was held on May 9. Guests were treated to the experience of attending a class taught by CSW faculty and witness their passion in the classroom. Award-winning tastings of appetizers and wine were served and enjoyed, and a live auction and raffles all helped raise funds to enrich opportunities for CSW faculty.

Record Turn Out for the People of Color Conference Each year, the NAIS (National Association of Independent Schools) People of Color Conference (PoCC) visits CSW. The NAIS’ mission for the conference “is to provide a safe space for leadership and professional development and networking for people of color and allies of all backgrounds in independent schools.” The conference is intended to give educators the tools to improve the “interracial, interethnic, and intercultural climate in their schools.” This year, there were 13 attendees from the CSW community spanning students, faculty and staff. The keynote speaker of the conference was Michael Eric Dyson, a professor of sociology at Georgetown University. The conference also included workshops and discussion sessions. During the conference, the indictment of Eric Garner was a main topic of conversation. The People of Color Conference created a stimulative energy and encouraged the attendees to put their newfound knowledge to use.

Exploring Learning & Teaching with Harvard University Incubator Excitement is building about the collaboration with the Global Health Education and Learning Incubator at Harvard University to share learning and teaching experiences. Harvard offered a mini-course to CSW faculty: “Global Perspectives on Population Health,” that used decision analysis to look at global health issues, and explored a variety of innovative pedagogy taught by Sue Goldie, director of Harvard’s Global Health Education and Learning Incubator. The course has been taught to college students and world leaders alike. The modular course in three parts was intended to provide a broad conceptual foundation for critically thinking about population health in a global context, positioning health as a fundamental prerequisite for building strong societies, and as a social objective that has become critically relevant to economic development, national security, foreign policy and a human rights agenda. “We’re very grateful for this opportunity to participate,” said Agnes Voligny, dean of faculty. “CSW is a place that fosters critical thought and deep academic inquiry. And this is an incredible way for faculty to stretch and develop as educators.” The Global Health Education and Learning Incubator exists to foster and evaluate new teaching and learning strategies that bridge disciplinary fields, educational spaces, and groups of learners. Its focus is to develop, pilot, evaluate and disseminate creative, effective strategies and tools for teaching and learning across both classrooms and the global landscape. Stay tuned for further updates on how this collaboration pans out.

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The Gryphon Spring 2015

nuvu studio partnership expands The partnership with NuVu studio, a program supported by Massachusetts Institute of Technology and Harvard University that challenges analytical students to explore creativity, has been expanded into a cooperative enrollment program. CSW now offers an expedited admissions process to students seeking to blend their studio-based experience at NuVu with CSW’s unique high school experience. Students who have participated in NuVu during 7th and 8th grade or who have completed a combination of NuVu and home schooling may apply to enter CSW as 9th or 10th graders. “It’s clear that we value the creative approach and innovation,” shared Tom Evans, visual arts teacher and program coordinator. “We’re interested in kids who want to continue to explore problemsolving in a hands-on way at CSW. It feels like a good match.”

a giant step for health and wellness — This is a very exciting time to be at CSW. We are currently fundraising to build a state-of-the-art facility to house our health and fitness programs and serve as a hub of activities for our students both during the day and on the weekends. Slated to open in September 2016, the new center will offer practice and competition venues for our interscholastic athletes, ample room for exercise, and provide spaces where the community can gather. The journey has begun. Follow our momentum and join us in our efforts. www.csw.org/hfcenternews

Family Health Physician and Ebola Survivor Visits CSW Dr. Rick Sacra, a Massachusetts-based family physician who has worked on the frontlines of the Ebola epidemic in West Africa, spoke at a school-wide assembly about his experiences as an Ebola survivor and on issues of global health, access to healthcare and social justice. Sacra has worked in Liberia as a physician through a missionary organization for the past 19 years. He contracted the disease while treating patients at the ELWA Hospital in Monrovia, Liberia, where Doctors Without Borders set up an Ebola Treatment Center. Sacra has fully recovered from Ebola. During his presentation, Sacra recalled a determination to become a doctor during his high school years. He was always intent on helping those who could not help themselves. His compassion to support underserved people was also influenced by his devout Christianity, values that have remained throughout his life, especially when faced with contracting Ebola. Almost 20 years ago, Dr. Sacra traveled to Liberia to work as a generalist and serve patients who were hard-pressed to receive healthcare for issues such as childbirth, and those whose diseases had been left untreated triggering extremely tragic outcomes. “My whole life is about providing

access to healthcare for the people of Liberia,” shared Dr. Sacra. He began identifying local doctors to build mentorship and create a training program of sustainability in the area. When he contracted Ebola, he was treated by members of the medical team he had helped build before being evacuated to Nebraska to receive intensive intravenous fluids and further treatment. Although he claimed he had never been as ill as he was with Ebola, he was at peace throughout the experience. His mind was filled with thoughts of people he had helped. When cleared of the virus, he returned as a UMASS Memorial Medical School faculty member to help launch an effort to fight Ebola in West Africa. His presentation concluded with a question and answer period that highlighted the extreme challenges of containing the Ebola virus in West Africa due to cultural rites, geography and poor access to healthcare. Members of the CSW community also raised questions related to healthcare costs, the luxury of being American and the need to keep global attention on regions so deeply impacted by Ebola. The CSW science department also hosted a presentation on Ebola at an earlier assembly to inform students and the community about how the disease is contracted and spread.

text news goes & notes here

dance concert impresses The annual CSW Dance Concert continues to be one of the most popular and entertaining events of the year! This year’s concert, titled “PUSH,” featured student- and faculty-choreographed dance pieces, and a colorful variety of dance styles and techniques.

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The Gryphon Spring 2015

Evening of the Arts The sixth annual showcase of arts across the CSW community was a dynamic, creative inspiration. Bringing together students, families, faculty and staff, and alumni for an entertaining evening of visual arts, theatre, music and dance, this year’s event had many highlights. Especially popular was the “wearable art” fashion show. “Body Pod,” created by Julz Iwerks ’16 was made from four pounds of live moss. A festive dress was made of party drink umbrellas by Austin Thies ’16 and “Paper Plate Dress,” designed by Sarah Stockdale ’18, aimed to resemble the archetype of the 1950s housewife. The captivating Rock/Pop Ensemble got the crowd swaying for their event closer, a performance of songs from the ’70s through the ’90s, in their “tribute to funky and groovy music.”

CSW Hosts Elevating and Celebrating Effective Teachers and Teaching (ECET2) Convening ECET2: Creating Global Citizens in a Changing World, a convening that is part of a national movement funded by the Bill & Melinda Gates Foundation to celebrate good teaching and teachers, was hosted at CSW in Feburary. Facing History and Ourselves, one of CSW’s longtime partner organizations, supported the teachers to hold this event. Luis Moreno Ocampo, human rights advocate and the first prosecutor of the International Criminal Court, was the keynote speaker, and the informative weekend program featured sessions by and for local educators, with a focus on celebrating and sharing effective teaching strategies and discourse about integrating humanities, Common Core State Standards, and civic responsibility. Sessions were geared toward issues of globalization, civic dilemmas and student voice. Attendees connected with other teachers to learn and share experiences.

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Kiss the Ground Inspired and Honored

Winter Sports Recap Student athletes on all four CSW basketball teams exhibited top-notch sportsmanship both on and off the court during the 2014–2015 winter season.

Basketball The Boys’ Varsity Basketball team finished their season with an overall record of 5–10, which qualified them for the MBIL (Mass Bay Independent League) Playoffs. Despite falling in the first round of the playoffs to a strong Boston Trinity Academy team, the Gryphons had plenty to cheer about, having greatly improved throughout the winter months. Senior Evan Smith ’15 and junior Graeme Mills ’16 were named MBIL All-League Players. The Girls’ Varsity Basketball team ended their season with an overall record of 4–9. There were several highlights throughout the season, including the Gryphons’ third-straight victory at The Chapel Hill Charger Classic Basketball Tournament in early December. Jess Jaena ’15 was named an IGC All-League Player, and was also selected as a NEPSAC (New England Preparatory School Athletic Council) Class D/E All-Star! The Boys’ JV Basketball team finished the 2014–2015 season with a 5–6 record, notching quality wins against Chapel Hill-Chauncy Hall and Waring School. The team was a pleasure to watch, packed with positive attitudes and plenty of high-energy offensive talent. The Girls’ JV Basketball team finished their season with a .500 record, at 6–6. The Gryphons gave it their all in each and every game this year, proving their mettle against several tough teams and recording some memorable victories.

Kiss the Ground, the three-part exhibition series that examined and celebrated contemporary Armenian art, was organized to overlap the centennial memorialization of the 1915 Armenian Genocide. In a fortunate turn, the exhibit was also on display at the Holy Trinity Armenian Apostolic Church (Cambridge, MA) and the Armenian Library and Museum (Watertown, MA) and included the premiere of “The Past Is Not Past,” a short play that was created based on discussions about genocide between playwright Elliot Baker and Baker’s friend, artist John Avakian. CSW students presented the play reading at various locations. Gallery Director and Visual Arts Teacher Todd Bartel shared: “This grouping of 10 artists demonstrates the salient work being made today by second and third generation Armenians. While first generation genocide survivors typically did not make art about their painful experiences, subsequent generations have broken with taciturn remembrance and are making statements to the world at large. Now is time for us all to listen.” Kiss the Ground garnered a great deal of attention and press.

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The Gryphon Spring 2015

129th Commencement for CSW

on a s u n n y f r i day , June 5, the 129th commencement exercises were held for the Class of 2015. The group of 91 graduating students hails from Connecticut, Indiana, Maryland, Massachusetts, New York, New Jersey, China, Taiwan and the Republic of Korea. Included in the class are 64 four-year seniors and four post-graduate students. In true CSW fashion, the entire event remains student-driven—student speakers, faculty and staff name readers and conferrers of diplomas, music selection and performances—all selected by the class. Under the ceremonial white tent on the Quad, Chair of the board of trustees and parent of alumnus, Christian Nolen P ’10, was introduced by Head of School Jane Moulding , as “devoted to CSW.” His warm tribute to the graduating class included advice from Mark Twain, with several of his well-known quotes such as ‘always do right, it will gratify some and astonish the rest,’ and described the “beauty of the

beginning and the end” in life’s moments. Jane’s opening remarks spoke of “faith in one another and in our students, as a fundamental tenet and value of CSW.” She spoke of how students have been encouraged to take risks in and out of CSW classrooms, learn from their actions or mistakes, and grow in a space of learning. “Faith and the belief in their growth,” she said, has so clearly demonstrated the mission of the school—to “inspire students to discover who they are.” In closing, Jane honored the class for their myriad accomplishments and shared these final heartfelt words to the class: “Find your truth, your North Star and, if you deviate from your path, and you will, stop, recalculate and make sure that those around you who may have been hurt or disappointed, know that true, essential you.” The first of the two faculty speakers to address the class, Kemarah Sika , director of library and media services, regaled the audience with inspiring anecdotes and

witticisms about her path to becoming an educator. Referring to herself as a “practitioner of counterculture studentship,” and the “hip hop of education,” she shared her passion for experiencing and learning and implored the class to ponder how their experiences have pushed them to find themselves. “My biggest hope is that you reflect on how you have lived and how you will begin to live now, in every moment, not preparing for a future but for the sake of living and exploring your destiny,” she said to the graduating students. “You have tasted the special sauce of CSW!” exclaimed 28-year CSW visual arts teacher, Tom Evans, the second faculty speaker. He divulged the three ingredients in the CSW “special sauce” as “beauty, love and collaboration.” He shared definitions of beauty expressed in Japanese terms used in his popular Raku class, such as the profound beauty of awareness, the beauty that nothing lasts, and the beauty of flaws.

129th commencement for csw

“Those flaws, those failed struggles, those dumb decisions,” Tom told the seniors, “make us unique, beautiful and lovable people.” But it was Tom’s “poodle plan” that will be remembered as a comic nugget of wisdom for the class. He shared the three-part plan for success in life based on attributes of his 12-pound poodle: “Be adaptable, communicate and appreciate every day.” Alysa Thomas ’15 and James Garcia ’15 spent the last four years together as boarding students. Each expressed how being selected as one of the student graduation speakers was an honor and a treasured moment. These remarkable seniors reminisced about their time at CSW but also took time to ponder the future of their class and their generation. Described by her advisor as “full of wisdom, joy and life,” Alysa is a poet, a gifted choreographer, dancer and composer. She will attend Temple

University in the fall. Opening up with a list of her fears, including presenting her very speech, Alysa acknowledged that she had become stronger simply by being selected to address her class. Her time at CSW had consistently reaffirmed her belief in herself, and her experience came down to the words that she so fondly recalled dance teacher Nailah Randall-Bellinger declaring at the beginning of every dance class: “You are the best there is, you are the best there is, you are the best there is.” “I may not have expressed myself as frequently through my voice as others,” referring to her passion for dance. “But thank you for hearing me, you are the best there is.” Time was the focus of James’ remarks to his classmates. He grew up in New Jersey, has been a member of the board of trustees, a dorm leader, a member of Poetic Justice and an officer in the United Students of Color affinity group. He was accepted to

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Swarthmore College via early decision. He expressed a positive way of seeing time: “…it won’t let us dwell in one space for long. Time progresses, sort of like CSW, and it can heal any wound and we can really feel something about how we want to remember it.” Addressing his class, James told them that they cannot remain trapped in time—rather there is a need to move on, but that CSW will always be here, alive as they remembered it. Quoting Toni Morrison, one of his favorite authors, he added: “Some things you forget. Other things you never do. But places, places are still there.” After cheers of joy and groups of students tightly locked in hugs, the Class of 2015 recessed to “Move on Up,” by Curtis Mayfield, performed by faculty, staff and students. Moments later, the new members of the CSW Alumni community joined their families and friends for a festive reception.

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The Gryphon Spring 2015

Noteworthy

CSW Certified as Sustainable Community Leader The winter of 2015 will be remembered for many firsts in Greater Boston. The area broke longstanding weather records with the snowiest February, the snowiest all-time month and the most sub-freezing days ever seen in February. But despite the cold, dark days, students, faculty and staff at CSW kept the lights low, the heat down, and their focus steady to become the first independent high school in the region to be certified as a Sustainable Community Leader by the Sustainable Business Network of Massachusetts. The program supports non-profit organizations, community groups, and houses of worship in their efforts to improve their environ mental practices and reduce their carbon footprints. The two-year partnership has seen CSW incor porate sustainable practices into the curriculum and campus culture, and provide a platform for students to learn about sustainability. “Changing cultural norms is always challenging,” said Jane Moulding , Head of School. “But remaining committed to lowering thermostats during record-breaking cold and keeping lights low during a near-record number of cloudy and partly cloudy days makes it more difficult.” However, in fall 2013, as the first school to participate in the Sustainable Community Leader Program (SCLP), CSW committed to developing and implementing a comprehensive school-wide

sustainability plan. That has meant taking important steps to encourage the community to be mindful of energy usage and waste and to find other ways that we can reduce and conserve.

T he school first established a student and faculty Sustainability Committee to keep close tabs on its energy usage throughout the school year, monitoring: → Electricity Use → Natural Gas Use → Water Use

CSW also closely monitors the amount of electricity generated by the 300 photovoltaic solar panels atop The Garthwaite Center for Science and Art. In the past two years, the total CO2 offset has equaled nearly 2,000 trees, and the

total energy generated equals 619 60-watt bulbs for one year of eight hour/day use, 8,800 gallons of gas saved, and 77 tons of CO2 saved. According to Marilyn Del Donno, CSW sustainability coordinator and science teacher, calculating the school’s current carbon footprint is an important metric to measure its student, faculty and staff progress in the coming years. “From my perspective, we already were doing a lot of things right,” explains Marilyn. “Our facilities department is always working to reduce energy usage by lowering thermostats, sealing windows, and even sending out push page notices about closing windows, etc. The SCLP certification did open our eyes to a lot of low hanging fruit, single-serving coffee machines, extra lighting, etc. It also pushed us to implement structures like the faculty and elected student stewards, and to make sustainability thinking more a part of our daily lives. We also are making sustainability an important goal and an inherent part of social justice.”

a b o v e Students, faculty and staff participate in another America Recycles Day on campus.

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The Boston Globe Scholastic Art and Writing Awards An astounding 13 CSW students received Gold Key awards, the top honor of the 2015 The Boston Globe Scholastic Art & Writing Awards presented by the School of the Museum of Fine Arts, Boston (SMFA), and 10 students received Silver Key awards. Three students were recipients of Gold Key awards for their entire portfolio of work: Will Close ’15 (pictured above), Dylan Davis ’15, and Noa Machover ’15 . Silver Key awards were also given to five students for their portfolios: Katie Blumstein ’15, Dylan Davis ’15, Josh Glass ’15, Amanda Poorvu ’15 and Max Pratt ’15 . An additional 12 students received Honorable Mentions. Several students received awards for multiple pieces of art. Will Close ’15 won the National American Visions Medal and will receive a $70,000 scholarship to attend the School of the Museum of Fine Arts. The Award was given in recognition of Will’s piece, titled “Brainscape,” a 38 × 30 inch drawing composed of a pen and ink rendering on multiple hand-tea-stained sheets. Originally created for the course, Drawing: Conceptual Strategies, the assignment took Will a month to complete and challenged the CSW student to create a “monotonous drawing,” in which he explored the process of mark making. According to Will, the resulting landscape piece represents the human search for “a horizon, a direction to move in.”

t o p “Brainscape” by Will Close ’15 mid d l e l ef t Photo by Dylan Davis ’15 mid d l e ri g h t “Union” by Melanie Li ’16 b o t t o m “Hydration Book” Gold Key-winning piece by Raewyn Fairless ’15

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The Gryphon Spring 2015

Alumnus Makes History: From J Board to State Representative When Aundré Bumgardner ’12 arrived from Groton, CT, as a ninth-grade boarding student, he couldn’t possibly have predicted that just seven years later he’d be elected the State Representative of his former Connecticut region. His opponent was a four-term incumbent in office since 1973, her father was a state representative and the family name recognition was through the roof. How did he do it? “Simply,” said Aundré. “We just got 39 more votes than she did.” He is the youngest person elected to the state legislature in Connecticut history. With a pulse on politics before adolescence, he attributes his deeper interest to his grandfather who engaged in conversation and debate during family meals. It opened Aundré’s eyes to current events and he immersed himself in learning more. In high school, CSW offered many leadership opportunities that he took advantage of, learned from, and that influenced his trajectory. During his freshman year, he served on the Judicial Board (J Board), a very eye-opening experience as he represented his peers and helped them navigate sensitive school issues. Aundré was appointed Dorm Leader in his junior year, a position that is typically held by seniors, and the following year he was elected again as the only leader for the dorm. Also during his senior year, he was elected onto the Board of Trustees,

an “enlightening experience,” that he is most grateful to have had. “Being at CSW made me very well balanced,” he added. “I was always willing to listen to the other side and where they’re coming from.” During summers when a lot of his friends were off vacationing, Aundré interned on political campaigns. When he was just 15 years old, he interned with former Congressman Rob Simmons, working closely on his senate race. He worked for Tom Foley, a CT gubernatorial candidate, and on mayoral and congressional races. His internships affirmed his Republican leaning; yet he considers himself a consensus builder with a bipartisan spirit. Influenced by his experiences at CSW examining human and civil rights, it was there that Aundré first became aware of global citizenship. As a boarding student, he felt lucky to become friends with people from all over the world and varying economic backgrounds. He got close with a lot of parents of his boarding and day student friends. He made it a

practice to engage in conversation with adults, something he craved. “You need to find mentors and guidance,” shared Aundré. “I always sought new friends and life experiences, and that included with the faculty as well. There was an array of faculty with whom I had special bonds.” It was a conversation with Tom Foley that compelled Aundré to throw his hat into the ring in March and run for state representative. After qualifying for public financing, he received a grant from the state, and he then knocked on more than 5,000 doors in Groton and New London. The campaign flourished and included many contributions from MA due to his friendships from CSW. “The experience of being part of the greater CSW community trumped everything else I learned,” he added. “Stepping up to the plate to put yourself out there to remediate or help. I don’t think a lot of schools have those opportunities to be yourself and learn on your own like CSW does.”

noteworthy

CSW’s First Writing Center Eli Keehn, an English teacher in his fourth year at CSW, was proud to announce the debut of CSW’s first Writing Center. Offered as a D-block throughout the academic year, the Writing Center is a redesigned version of the Writing Lab where students taking English or history classes can go to work on assignments of the Mod. The idea behind the Writing Center is simple: students tutor their peers in a dynamic center that offers both feedback and advice from other trained students. When asked about the Writing Center, Eli shared that his vision came from the writing centers he had in college, and thought that students in his English classes would benefit from such a system on campus. The Writing Center is designed and operated by student tutors. Eve Frankel ’15 was a tutor for the Mod 5 classes and reports that her experience has been very rewarding. Students interested in becoming tutors this academic year were enrolled in a class taught by Eli called Theories and Practices of Tutoring Writing. Designed by Eli, this academic class allows juniors and seniors to make their own discoveries on the tutoring process. In the class, students research different theories of tutoring and editing, while also getting the opportunity to work with younger students by reading, editing and giving feedback on their writing

assignments. Along with writing their own memories, students in last year’s Theory and Practice class took the initiative to create this year’s Writing Lab, designing a schedule, creating a personalized email address for students to access tutors, developing grammar handouts and creating a logo. In an interview, Eve shares that the tutors “...are not just editing, [they] are helping students think, and that’s satisfying.” Eli explains one of his theories behind feedback that inspired the Writing Center, Horizontal Collaboration: “When you hand in a paper to a teacher, they give you comments and a grade. Then the student goes in and makes the changes; that is “top-down” feedback. You do what they tell you because your grade depends

on it. Writing is difficult, it makes you vulnerable. Feedback that is not attached to evaluation is horizontal collaboration.” While the Writing Center grows in its first year at CSW, Eli and his tutors have large goals for the program. In the future, Eli hopes that the D-block will become a “drop-in center” where any student can come in at any time to receive help from a tutor. He hopes that the center becomes part of the writing process of CSW English and history classes, where students would take their assignments to the center before handing them in, either emailing the assignments to a tutor or scheduling a meeting time. All in all, both Eli and the tutors are hopeful that the Writing Center will be quickly adopted into CSW’s culture.

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The Gryphon Spring 2015

Student’s Passion Fuels Partnership Program with Haiti Orphans Long before the written word existed, dance was a primary form of human expression and social interaction—from passing stories down through the generations to observing ritual to sharing joy or sorrow. A universal language, dance continues to transcend borders, race, culture and other potential barriers to understanding. So, when Hope Cooper ’15 decided to volunteer with a Haitian orphanage, her mind lit up with an idea to share her passion for dance. The orphanage is part of the Boston-based Alliance for Children Foundation (AFCF), an adoption organization that serves multiple orphanages throughout the world. Hope, whose family worked with AFCF to adopt one of her siblings, had volunteered in Haiti after the devastating 2010 earthquake. She knew the joy that dance and movement had brought to the orphaned Haitian children, most of whom will live in the orphanage until they reach adulthood. Hope quickly reached out to Dance Chair Nailah Randall-Bellinger, who had developed a strong sense of her student’s work ethic and passion for dance. By chance, Nailah also had experience teaching dance in Haiti. Teacher and student agreed to travel to the orphanage to teach a few classes. They filmed and archived the classes on video for future use by still more children. While the videos are a valuable resource for the orphanage, Nailah and Hope realized that today’s new technologies would allow them to provide ongoing, real time interaction with the Haitian children. Termed the “Haiti Partnership,” the

dancers brought their idea of turning the short-term volunteer project into a full-fledged program to the CSW Dance Department in the winter of 2014. According to Hope, the program would be able to support vibrant cultural exchanges between CSW students and children in Haiti through live-streamed dance and movement classes and other activities taught by the students at the independent high school. “Because we believe that guidance in the arts is vital for these vulnerable children,” stated Nailah, “dance is the perfect discipline to provide them with a means for self-expression and healing, as well as skill building.” Hope taught one of the growing number of Haiti Partnership classes, designed for children under the age of

14. Fellow CSW students created other classes and activities for the young residents of the Kenscoff, Haiti orphanage and a second orphanage that is now involved in the project. There were plans to integrate other art forms into their curriculum as well as involvement from the languages department. Next year, Hope’s classmate Fayona Thomas ’17, will assume student leadership of the program. This innovative approach to global community building, service work and student-teacher cooperation is what inspired Hope to first create the project with the dance department. “This is what I want to leave behind,” shared Hope who was accepted into Connecticut College via early decision. “I’m so happy that this program will be self-sustaining after I leave.”

t o p Student-led class instructing a step dance lesson a b o v e l ef t Nailah and Hope communicate with students in Haiti during a session. a b o v e ri g h t (l– r ) Hope Cooper ’15, Nailah Randall-Bellinger and Fayona Thomas ’17

csw bookshelf

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CSW Bookshelf charlotte silver ’99

sarah rosen-webb ’62

The author of the memoir Charlotte au Chocolat and the young adult novel Summer Invitation returns this summer with Bennington Girls Are Easy: A Novel, a razor-sharp comingof-age story about the ups and downs of two college graduates who are determined to make it in New York City. Charlotte studied writing at The Bread Loaf Writers’ Conference, and has been published in The New York Times. Her works have received much praise.

Encounters is a collection of short stories that encompasses the panoply of writing styles and the whole business of living, whether it’s real, imaginary or simply wishful thinking. Encounters are part of the very fabric of life. Each and every story reflects a small nugget of the world we live in, a world where the seemingly normal can end up being both funny and touching as well as sometimes sad and visceral. This anthology offers beautifully observed snapshots of life: taking the reader from the pavements of London to the beaches of Mumbai via internet dating and an afternoon at the races.

ron emoff ’73 The first serious ethnomusicological study of Malagasy music, Recollecting from the Past evokes the complex sound and performative aesthetic in Madagascar called maresaka. Maresaka pertains not only to musical expression but extends into ways of remembering the past, aesthetics of everyday life, and Malagasy concepts of self and community. janne irvine ’66 Janne E. Irvine’s vision was damaged after birth, and grew worse over time. Even so, her parents provided her with an environment that enabled her to thrive. In Making Friends with Other Trees and Flowers, Janne relates with humor and honesty how a vivid imagination made it possible for her to understand the blurred images of her world.

adam piore ’88 Yasith Chhun was just a 42-year-old accountant living a comfortable life in California. Then he tried to overthrow the Cambodian government from his humble office in Long Beach. Inspired by films like Braveheart, Chhun planned “Operation Volcano,” a scheme replete with espionage, jungle guerrillas and East German rocket launchers. Could Chhun’s quixotic, incredibly risky and potentially bloody coup possibly succeed?

Calling Alumni Authors

Let us know of your latest novel, memoir, poetry collection, non-fiction or other published work! Send news to: gryphon@csw.org

An early spring outdoor respite for Brian Walkerâ&#x20AC;&#x2122;s English class

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The Gryphon Spring 2015

Alumni Profiles

Written by Alumni for Alumni Steve Webber ’62: The Seeds You Plant By Sarita Gandhi Shah ’86 Sarita Shah ’86: Tell me what you remember most about your time at CSW. steve webber ’62: I remember my friendships the most. I played the classical sports at CSW: full pads football, hockey, basketball, baseball, and even a little bit of today’s popular sport of lacrosse. These were conducive to making friends both on and off the fields. They taught me the value of teamwork. I played varsity baseball in 8th grade; that was unusual, but we had a gifted coach. I think sports are really good for students; first of all, it is healthy, secondly, it promotes team building and friendships. I am encouraged that CSW has been building the sports program back up. Sarita: Are you still involved in sports and fitness activities? steve: I credit my health to my lifelong activity in sports. I played intramural sports during my undergraduate years at Harvard, and continued to play softball, hockey, tennis, and basketball and even run afterwards. In fact, until a few years ago when my knee gave out, I would run 10 miles every year without fail on my birthday. I love that my kids and grandchildren are involved with athletics.

Sarita: You were an integral part of the Multics team at MIT for many years, then left to join Stratus in 1980. What motivated you to leave Stratus in 1993 to found your own company? steve: Everything was working OK at Stratus. The benefits were good, and I had three small children at the time. It was fun and I got to bring a group over with me from Multics. But I had the chance to do something new and different, with high monetary rewards. Although startups always mean an initial cut in pay! GeoTel Communications was exciting in that I got to learn about new stuff going on in telephony. I partnered with a guy who had the idea, and I knew how to develop the software. We spent the first three months teaching our team how 800 numbers work. We were lucky we did not encounter any hindrances at the outset. Sarita: Was there a key takeaway from your time at Stratus? steve: Got to have a lot of luck. At Stratus, I gave a lecture on how big a role luck has in the success of companies. Did key people get sick or leave the company? Did the regulatory environment change? There are many examples of companies with great teams of people, but it didn’t come together. This applied to markets also, such as the venture capital market and stock markets. I used this same slide in my own company. Luck!

Sarita: You have enjoyed serial successes, first at Multics at MIT, then at Stratus, and then when you started your own company, GeoTel Communications. Is there a common thread linking those successes? steve: Talk about luck: how rare is it to hire the same team twice? The same 15 people worked together at Multics, then came over to Stratus with me, then again to GeoTel Communications. I can’t say I did anything special to build this team; it really was natural. We wanted to stay together, work together. I think the team held together because we all appreciated the talents of others in the group. Each one of us recognized that other people made significant contributions to what each of us was doing. We had the common interest of career prestige, and of course, the money! It is often said that the experience and background of your staff are very important when hiring. But I think it is more important that you hire people with a good general background. Those kinds of people can learn anything, and have the confidence to do so. Kids today still have that.

“I think sports are really good for students; first of all, it is healthy, secondly, it promotes team building and friendships.” —Steve Webber

alumni profiles

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In the ’50s and ’60s, people used to preserve vegetables for bad winter months. Now we can just go to the grocery store. We had a house full of kids—my siblings and our friends knew our house was the place to be after school—the milkman visited three times a week. The breadman delivered twice a week.

Sarita: You talk about continuous learning. What are you currently learning? steve: Online learning is fantastic. You can have more knowledgeable people without formal training. I spend about two hours a day taking courses for the fun of it. One is how to develop programs for an iPhone. Learning how to use new technology is exciting. Sarita: How did you get involved in politics in the town of Groton? steve: Well, I never ran for office, or wanted to get elected. But I did end up spending a few years volunteering parttime for the town doing their website and general IT. I discovered that a large parcel of land needed to be rescued from being subdivided into McMansions. When my wife and I saved that land from develop ment, I was thrust into the politics of town zoning. From there, I discovered that there was no formal management structure in place and initiated the effort to introduce a Town Manager into the town. Sarita: Why is Groton significant to you? steve: Groton is my hometown. I have fond memories of being part of the local 4H club. My mother, with a PhD in botany, was the group leader. (My dad had a PhD in genetics). We grew many crops, including corn, but not turnips because I didn’t like them! We ate from our garden on a daily basis, and what we couldn’t eat, we canned.

Sarita: Your restaurant venture, Gibbet Hill Farm, is a resounding success also, to the point of expansion. How did you go from computer tech to farm-to-fork advocacy? steve: After we bought that large parcel of land in Groton, my son Josh and I wanted to buy a neighboring inn for the scenic views. But we failed in buying it. So we thought, Why not build a restaurant in the barns? So we gutted the barns and then hired the right people to layout, organize the kitchen, and basically tell us how to have a successful restaurant ourselves. After about a year, I was out of the day-today operations. My kids own the restaurant business and have expanded into catering, which usually has better margins. Smart move on their part. Sarita: It feels as though you have come full circle: from the 4H club in Groton to a farm-to-fork business in the same town. What is your advice for someone wanting to emulate your success? steve: Two things: First, running a business is like gardening. The seeds you plant don’t come to fruition quickly. There is planning, weeding, fertilizing in between. There is luck also. Follow through in planning, and you will succeed. Second, spend time with your kids when they are young. I was lucky and am getting the chance to spend time with them now. If I had to go through the startup stuff again, I would not have cut out time with my children to work. Sarita Gandhi Shah ’86, a graduate of MIT and Harvard Business School, works to create value for early stage business ventures and nonprofit entities. As a Trustee, she promotes the power of connections and sense of community responsibility fostered at CSW.

Reflecting & Reinventing: Sheila Austin ’72 on Race, Art and Education By Eli Plenk ’08 Eli Plenk ’08: How did a young black woman from inner-city Miami end up at a prep school in Weston? sheila austin ’72: Two things led me out of Miami and up to New England. First, I took the AP test and got top scores but was denied admission to AP classes because I was African American. Second, I got in a little tiff with one of my physical education teachers. I don’t remember exactly what it was about but it was so clearly really about race. At that moment my parents saw that the system in Miami was just too racist and that I wouldn’t be able to get a good education if I stayed there. I had that confrontation with my physical education teacher on Wednesday and by Friday I was on a plane to Boston with just a small suitcase and nothing suitable to wear to a prep school. I remember crying the whole plane ride.

“I believe that the arts build well-rounded people and I think that belief comes from my experiences and probably in particular from my life at CSW.” —Sheila Austin

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The Gryphon Spring 2015

Eli: What was it like to be one of a very small number of students of color at CSW in the late ’60s and early ’70s? sheila: When I first arrived at CSW I got placed in a triple with a white girl from Georgia. She was the first person to ever call me a nigger and I’ll never forget that. At first living together was hard because she was going on the anti-black doctrine her father had taught her. But eventually she became much more tolerant and by the time we graduated we were really good friends. Overall I enjoyed my time at CSW. The culture of the place was very forgiving and embracing and the faculty did a lot to make me feel at home. My 10th grade year the school hired its first black faculty member; Rowan Gibson. He became like a father figure to me and the 11 other African American students there at the time. But even with Gibson there, black students really had to leave CSW if they wanted to be in an African American community. We had to go way out and find churches for people who looked like us. We used to say we learned more about what it meant to be black during our time at CSW than we would have back home. Being there, we had to struggle for survival and recognition and we had to do it together. We had to understand more about ourselves and our culture and the leadership expectations put on us by our people. We weren’t sitting at the dinner table with black mothers and fathers learning all that, we had to learn it on our own. The 12 of us, we really raised each other. Eli: Do you think your experiences at CSW had an impact on your choice to pursue arts and culture as a profession? sheila: I believe that the arts build wellrounded people and I think that belief comes from my experiences and probably, in particular, from my life at CSW. Every person embraces art in a different way, but I understood early on that art could help all people in some way and in particular could help vulnerable populations. My first experience working in arts programming was at an African cultural center in Miami that served “at risk” urban students. There

I saw the way art and culture boosted achievement among disengaged young African Americans. If I needed any more convincing, that experience certainly persuaded me. Eli: You’ve reinvented yourself a few times over the course of your professional life. Tell me how you ended up taking this circuitous route to professorship. sheila: After 20 years of doing cultural and arts programming I was pretty well known in that world, but also incredibly tired. I was singlehandedly raising two daughters while also serving as chair person of the NEA’s grant-making body and working on a host of other projects. I went back to a less stressful job working in the arts in Miami and eventually ended up in London for a few years managing the city’s West Indian carnival. Coming back to the U.S. after my stint in England I realized I was a great writer and had always been good at teaching people. At a certain point it just all came together and I was offered a full-time spot teaching at the Johnson and Wales main campus in Providence, RI. All my friends from CSW encouraged me to come back to New England, so I did. Eli: Has being a professor made you reflect on the education you got at CSW? sheila: Yeah definitely! I’m absolutely a CSW kind of teacher. CSW taught me how to think my way through large bodies of information and how to apply what I was learning to issues in the real world. I don’t think most students learn that in high school or college, though I wish they did. Eli: You mentioned your children earlier. What have you taught them about success and achievement? sheila: I taught them that you don’t achieve anything without significant sacrifice. My kids tease me that I made them walk in a lot of different worlds when they were growing up. I did that because I knew they had to learn how to relate to people who didn’t look like them. We had civil rights laws by the time I was raising children, but a lot of people were still thinking in a racist way. I was very aware of the fact that my children would have to learn how to live in

“CSW taught me how to think my way through large bodies of information and how to apply what I was learning to issues in the real world.” —Sheila Austin

a world with people who might look down on them because of the color of their skin. I also taught them that there is nothing more important than reading. Their houses are littered with books. Eli: Are you still in touch with the other students of color who were at CSW at the same time as you? sheila: My year, there were 12 of us and three of us remain thick as thieves. I’m actually still in touch with a lot of my friends from CSW, black and white. What’s interesting is that core of African American students who were at CSW with me have all become leaders in their fields; JDs and PhDs and things like that. I don’t think all prep schools have a success record like that when it comes to African American students. Eli Plenk ’08 is a teacher, writer and organizer based in Brooklyn. He teaches English in the New York State prison system and is the founding editor of a transnational human rights magazine that will begin publication this summer. When not writing or teaching, he organizes with a variety of groups, including the New York Reentry Education Network and Boston Mobilization.

alumni profiles

American and it was very important for me to learn about her experiences. Having her there as an ally has been really helpful.

Toi Carrion ’04: Fostering Justice By Caroline Friedland ’13 Caroline Friedland ’13: Was there a particular area that sparked your interest in corporate law? toi carrion ’04: Before I got to CSW, my father was incarcerated. He was released right after my 8th grade graduation and this experience led me to want to be involved in social justice while in law school. I wanted the opportunity to learn about what issues people were facing and learn the whole story. I knew that there was more than just the one factor that may have put someone in prison and I was compelled to learn people’s stories. Going into law school, I likely wanted to go to a firm afterwards. A big aspect of this was for security. Being in the law firm environment, you have an opportunity to volunteer and give back, which is what I decided to do. My mentee is a high school student from east New York. She’s 15. I got involved because my roommate and best friend encouraged me. My mentee is extraordinarily smart and aware and articulate. When it came time to find a firm, I wanted to surround myself with people I like to be around. Sidley Austin LLP was interested in diversity and had a lot of opportunities for mentorships. It provided people of color and women with mentorship opportunities and has fostered a very welcoming environment. As a paralegal, I had a friend at the firm who was Chinese

Caroline: An internship that stood out for you was working for an organization in Tanzania that helped widows get their property rights back. Can you speak about this experience? toi: My favorite part of that was how involved I was beyond legal research. I could really be involved looking at this organization from the ground up and seeing how we could best develop it for these women. I was very much involved with the organization at a base level. From this experience, it was clear that I was getting the education that I’m supposed to be getting, but I’m getting so much more. You’re watching this happen and you’re being a part of it and I thought that was very cool. Caroline: In what ways did your work as a legal assistant help you prepare for your career? toi: I think it helped me to recognize the way that law firms work and understand their structures. It helped me understand how to use the resources that we have. Additionally, it was an eye opener to the difficulties of being a junior associate at a law firm. It helped me in my mind figure out what this is going to look like. It helped me learn to work smarter, not harder. Caroline: How has working with children influenced you throughout your career? toi: I love working with kids. It’s one of my favorite things to do. I think they offer wonderful and fresh perspectives. I think that working with kids helps you become a person who can multitask, work outside the box, be aware of body language. It helps you remain open. Caroline: Do you feel that your experience at CSW—the skillsets you developed in high school—prepared you for your career in law? toi: Definitely. I think that CSW was where I first learned how to communicate with people from different cultures. CSW made me sensitive and aware of cultural

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differences but also cultural similarities. Senior year I went to Ghana. It was a phenomenal experience and it opened my eyes to the fact that I love to travel. Just being at CSW and having an education that is completely outside of the norm where we specialized in things from a young age and were encouraged to explore, I think it allowed me, when I went to college, to be more vocal and verbal. We took statistics books and dug deep. I think it made me more independent. I think it had a great impact on my life. It’s just one of those places that really does encourage you. I learned a lot about the value of relationships. Maintaining the relationships that you have is a skill. I ran for the Board of Trustees when I was there and I realized that when you build relationships with people, it matters a lot. That you know their names, treat them with respect. That can propel you forward. If you build relation ships, you move yourself to a different level. It’s that intangible quality that really makes people want to help you. Caroline: What’s next for you? toi: I don’t have a lot of client interaction now, and I think that is a part of being in a large law firm, but I would like to have more client interaction. I think that interacting with people is where I feel most comfortable. I can imagine my career moving to a smaller firm where client interaction is more common. I feel like I would have a good foundation from here. In thinking about my path, I don’t know exactly what I’m going to do. My firm recognizes and respects that people take different paths. I’m still figuring out what is next with my many interests. Caroline Friedland ’13 is a psychology major at Smith College and interested in how human behavior impacts marketing. She is currently weighing graduate school for business or psychology, and hopes that her summer internships and/or programs will help guide her decision. Her other interests include piano, photography, figure skating, skiing, and (recently) swimming.

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The Gryphon Spring 2015

Creativity@Work Senior Capstone Projects The Capstone is a required final project that demonstrates interdisciplinary, critical and creative thinking skills that students have learned throughout their time at CSW.

emily hirschtick ’15 Emily travelled to Qatar for her photography Capstone. During her time there, Emily took photographs while exploring the country’s culture and landscape. “I went to Qatar hoping to take portraits of the people. I found that difficult because it is illegal to take photos of women there, especially [if the photographer is] a woman.” She worked with CSW art teachers to develop the photos. Emily intended to bring the cultural exchange she experienced to life with her photographs. Her Capstone was displayed in a gallery presentation.

eliza hunt ’15

taj jones ’15

Eliza gained first-hand experiTaj combined his passion for ence with the Massachusetts singing and his favorite songs Government. While interning to debut his own cover EP at the State House in Boston, (extended play) album. For his Eliza’s Mod off Capstone Capstone, Taj independently consisted of working with the recorded his own vocals to live state’s representatives and music by other CSW musicians. other government officials. “I “I am a musician, I embody was interested in the intern music,” Taj says about his ship after I felt a sense of Capstone. Inspired by his hopelessness in our government. experience in the Rock Pop There, I found inspiration Ensemble performance at meeting the people who work to CSW’s Evening of the Arts, Taj make real change.” created his Capstone with a Eliza travelled daily from potential career in the music Belmont to Boston, taking the industry in mind. T and working with adults for Taj found the musicians at hours a day. Eliza was fortunate CSW to be very helpful in his to experience the swearing in process. In his five-song EP, Taj of the new Massachusetts includes covers of his favorite governor and representatives. tracks by artists like Justin Timberlake, Sam Smith and Tory Kelly. He recorded the covers in his dorm room in the Trapelo Boys Dorm and the Mugar Center’s Recital Hall.

evan smith ’15 Evan supported the Dana Farber Cancer Foundation for his Capstone. He worked among the doctors, nurses and patients of the Foundation’s Survivorship Program. Evan had set out to work with younger cancer patients. “The Survivorship Program is for patients in remission or treatment. Besides organizing contracts, I wanted to work with the kids battling cancer.” Evan is thrilled to have gained experience in the workforce as well as to give back. He was inspired by his mother’s work at the Dana Farber Foundation.

Taj Jones ’15 during a recording session for his EP album

Anna DeLong ’15 engaged staff at CSW to collectively contribute an artistic image representative of themselves for one big display.

Sam Hoenig ’15 researched the building of decks, and made one for on-campus use.

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Living on Campus

csw by the numbers

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CSW BY THE NUMBERS

672

Scores of CSW community members participated in “The Red Hands Project,” created by Devon Rosenberg ’15 and J.R. Foster 15’: a community-wide art piece that brought awareness to race relations and social justice in the U.S. and pays respect to the recent lives lost.

96 17%

Number of dodgeball team players during peer mentor tournament

Sustainability Contest on campus: The Barn girls’ dorm used 17% less energy than all other dorms in January.

Number of students from Class of 2015 who were accepted into colleges and universities via early decision

173 Red envelopes given, hidden and

found by the

CSW Asian

Affinity Club

on Lunar

New Year

103 6 INCHES OF SNOW ON CAMPUS THIS WINTER

Number of Summer Arts at CSW campers and counselors it took to make the celebratory Fourth of July photo during the summer of 2014

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The Gryphon Spring 2015

Course Spotlight

Meanings of Love

course spotlight

on e of t h e f i r s t integrated studies courses, (interdisciplinary and team-taught), Meanings of Love, combines science and art. The topic of love makes for popular and deeply interesting subject matter for adolescents who are figuring out what matters in their world. The class begins with a look at how different types of love are manifested in different cultures. Fusing a bit of philosophy, personal reflection and data collection, students critique a series of art projects, debate with one another over readings and create a short dramatic piece focusing on the influence of culture versus biological wiring on how people articulate love in society. For the second section of the course, students are asked to do original research. “We challenge the students to find data and understand the story the data is telling,” shared Tom Evans, visual arts teacher, and creator of the course with Marilyn Del Donno, science teacher. “We tell them not to assume that common theories are accurate, and to confront their perceptions about ideas by way of scientific testing.” They are asked to create a hypothesis of their choosing, such as a question about romantic, familial or platonic love and then prove or disprove their hypothesis.

Recently, the class was shown the documentary film “The Year We Thought About Love,” by Ellen Brodsky P ’15, about LGBTQ youth who transform their personal struggles into theater for social change. Often, students develop compassion for others when they dig in deeper and listen to new views. After comparing their own definitions of love with a range of scientific, artistic, social and political perspectives, each student presents a final project based on further developing an idea the student explored earlier in the class. Projects range from more research to personal expression and show the ways the idea was “taken further,” added Tom.

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faculty feature

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The Gryphon Spring 2015

Anjali Bhatia The Pursuit of Intellectual and Artistic Excellence a m o n g t h e c a m b r i d g e s c h o o l o f w e s t o n ’s

most cherished values are original thinking, imaginative problem solving, personal initiative and thoughtful risk-taking. These values drew history teacher Anjali Bhatia, who herself personifies each, to the school and keep her excited about her work here. “CSW really embodies a combination of intellectual, artistic and cultural freedom,” Anjali stated. “It allows teachers to create courses and work with students to bring out their passion for academics, for learning. There is a warm vibe that you are here to learn.” Anjali’s path to CSW is as interesting as it is circuitous. While she came to CSW from the teacher training course at the independent, coeducational Shady Hill School, her actual journey took her across multiple continents and disciplines. Born in England to a Dutch mother and Indian father, Anjali moved with her family to India as a toddler, then to South America, and then to the

Netherlands for her preteen and high school years, learning four of the five languages she speaks. “I went back to India to study in college after high school,” Anjali explained. “Then I came back to the Netherlands to see where I wanted to be.” After a short stint in banking, she decided on a career in international law, with a focus on human rights. Explained the lawyer-turned-teacher, “I have always been really interested in the human side of legal behavior—of nations, organizations, and the people caught in between—and why we do what we do to each other.” She traces this interest back to her childhood when she began to see the world through the eyes of children in the countries and regions where she lived. “I think meeting kids from so many different backgrounds— different countries, nationalities, and religions—and each of them having their own ideas of what was going on in the world,” Anjali explained, “is where I began thinking about this.” Taking part in The International Model United Nations conference, a multi-day simulation of the United Nations with thousands of secondary school students in The Hague, also had a major impact on Anjali’s later desire to work for human rights. “It’s all run by kids, and it made such a large impact,” she said. “We would be in a group hearing the issues from kids representing countries like Iran, Afghanistan, El Salvador, Chile … where the issues were brewing—the revolutions. And just hearing about what went on around us had me thinking, ‘What can I do to have an impact?’” After law school, Anjali worked for a short time with a legal firm, did an internship with a U.N. organization in Geneva and at the International Court of Justice in The Hague, and then took a groundbreaking assignment with an NGO in New Delhi. She was tasked with creating a blueprint to decentralize judicial authority for the government, which wanted to give more autonomy to India’s tribal people while

ensuring those systems adhered to common law and human rights law. “The government wanted to allow them a certain amount of space to govern themselves,” related Anjali. “So I was asked to figure out how they could do that within the scope of their own law. How could they govern themselves, millions of people, and be part of this larger, centralized nation.” The work was complex, fascinating and ultimately successful. Taking a break before her next big challenge, Anjali came to Boston for a visit with friends. That “brief respite” turned into a new adventure, in which she started a family, made the decision to leave the workforce and became a “stay-at-home mom.” As Anjali began to consider returning to the workforce, she thought about how much she enjoys teaching and enrolled in the teacher training course at Shady Hill, which her son attended. Since coming to CSW in 2010 to teach history, Anjali has reshaped some courses to include recent societal changes and realities. She has also created new

ones like Dissent in the World, which examines how people engage in dissent against authority on a global level. Another, History of the Indian Subcontinent, focuses on the adaptability and vibrancy of the land—the fact that it has been adapting to the world around it for millennia. “The trial run has been a lot of fun,” stated Anjali. She appreciates the way CSW encourages teachers to create “out of the box thinking” for students. And while the pursuit of intellectual and artistic excellence permeates all aspects of the school, Anjali also appreciates the warmth here. Recounting her first day on campus when she came for interviews, “It was a long day, with many interviews. But I felt a warmth coming from the people, the students. There is a calm.” According to Anjali, much of that spirit comes from the students. “The CSW students are great,” related the history teacher. “They have an incredible spirit and joy. The students give me energy and make me happy to be here.”

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Ryan Jacobs Life, Love and Learning with Ryan Jacobs knows the passion that he brings to the Cambridge School of Weston classroom and community. It is a passion fueled by the “amazing” students and rooted in his own high school experience. Ryan made the career choice while in secondary school to become a high school teacher. But, surprisingly, not for the

a n yo n e w h o h a s ta k e n a c o u r s e

reasons you would expect. As a member of a youth subculture, Ryan played drums in a hardcore punk rock band; consumed Voltaire, Machiavelli and others; and focused on social justice. From his parents and older brother, Ryan developed a love of learning and individuality. He recounts, “My high school was riddled with a lot of tunnel-visioned

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“ I appreciate the opportunity to teach this course, because it’s a perfect example of what CSW prides itself on.”

thought there was a better path, and that I could find one at the right school. The fact that I have is something I am exceedingly grateful for,” he stated. Hungry for learning without boundaries, Ryan attended college, received a PhD from the University of Chicago and began teaching at Wellesley College. He did this while backpacking around the world. Since his first travels at the age of 21, —Ryan Jacobs Ryan has visited over 65 countries, spending a combined four years seeing the world at a level that I was not aware high school outside of America. students could until I came here,” he said. He vividly remembers certain moments That is why designing CSW courses like falling asleep to the sounds of jackals can be so exciting. “One of my favorites is and hyenas in the Okavango Delta, hiking U.S. Youth Subcultures, an eye-opening the Inca Trail in Peru and the Himalayas, journey from the 1920s up to yesterday. It swimming with sea lions in the Galapagos, begins by looking at new youth subculture skydiving in Patagonia and proposing to his movements when the Western conception of wife in Uganda. ‘teenager’ was born—from flappers, beatniks, “I just wanted to absorb the past and greasers, hipsters, hippies—to punk rock, present—to stand in the homes of Sigmund hip-hop, street art and gamers today. Freud, Shakespeare, Beethoven, Nelson “I appreciate the opportunity to teach Mandela.” He also stood in the homes of this course, because it’s a perfect example families in places like India and Egypt, of what CSW prides itself on. It explores the where he—a stranger—was invited for lunch. historical and contemporary intersections These experiences served Ryan well of political ideology, music, fashion, the as a graduate student and professor, but visual arts and social justice—all wrapped the demand for research and publishing up in this incredible story that examines severely limited the time he could devote to both the mainstream and its shadows teaching. So when he learned of CSW three through the lenses of one another. I have years ago, Ryan jumped at the opportunity never understood why so few high schools to teach in a place where “you don’t have to offer courses like these, but it’s been my wait until you are 18 to access an exciting dream to do so for over 20 years now.” pretension and intolerance among the world of learning.” When not going full-throttle at CSW, students, and apathy among the faculty. He credits CSW for creating a special Ryan’s life revolves around his family. He is For all the school pride, I didn’t see includynamic between students and teachers. the proud father of his two-year-old sive communities, praise for creativity “Teachers were ‘ghosts in the hallways’ in daughter, Darwin, named in honor of past or intellectual risk-taking. Life, love and my high school,” Ryan explained. “But here, travels and his wife’s academic background learning were rarely on speaking terms I rarely walk from the George Building to in primatology. He still loves music, getting with one another. As a result, few students by on a “daily dose of punk rock” to keep his sought an education; even fewer received one. the dining hall without having several great conversations with students.” classroom charisma fully charged. “But I believed, based on things that I CSW’s environment and focus on the When asked what personal life lesson had heard, that private schools offered whole person means also that most he can pass on to students, Ryan replied, alternative models—an opportunity to have students will do well academically in “If you learn to be engaged with the world inspired teachers.” college but will also hit the ground running around you and within you, you will never So while disenchanted with his high at a more emotionally mature, politically be bored.” school experience, Ryan knew that the free responsible and socially cognitive level than exchange of knowledge and ideas could their peers. “CSW students already thrive open new worlds for students. “I just Contributors to this piece include Katie Gorson ’16.

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The Gryphon Spring 2015

From the Desk of...

Martha C. Nussbaum P ’91 Creating Capabilities for an Unequal World a l l ov e r t h e wo r l d , people are struggling

for a life that is fully human, a life worthy of human dignity. Countries and states are often focused on economic growth alone, but their people are striving for something different: they want meaningful human lives. They need theoretical approaches that can be allies in their struggles, not approaches that keep these struggles from view. For many years—in partnership with other theorists from several different countries—I have worked to develop what is now known as the “Capabilities Approach.” It measures the progress of a nation by looking not at economic wealth, but instead, at the way wealth does or does not go to work to support a wide range of “human capabilities,” opportunities that a decent society should make available to all of its people. Here is the working list of The Central Human Capabilities:

Life. Being able to live to the end of a human life of normal length; not dying prematurely, or before one’s life is so reduced as to be not worth living. Bodily Health. Being able to have good health, including reproductive health; to be adequately nourished; to have adequate shelter. Bodily Integrity. Being able to move freely from place to place; to be secure against violent assault, including sexual assault and domestic violence; having opportunities for sexual satisfaction and for choice in matters of reproduction. Senses, Imagination, and Thought. Being able to use the senses, to imagine, think, and reason—and to do these things in a “truly human” way, a way informed and cultivated by an adequate education, including, but by no means limited to, literacy and basic mathematical and scientific training. Being able to use

imagination and thought in connection with experiencing and producing works and events of one’s own choice, religious, literary, musical, and so forth. Being able to use one’s mind in ways protected by guarantees of freedom of expression with respect to both political and artistic speech, and freedom of religious exercise. Being able to have pleasurable experiences and to avoid non-beneficial pain. Emotions. Being able to have attachments to things and people outside ourselves; to love those who love and care for us, to grieve at their absence; in general, to love, to grieve, to experience longing, gratitude, and justified anger. Not having one’s emotiona l development blighted by fear and anxiety (Supporting this capability means supporting forms of human association that can be shown to be crucial in their development.) Practical Reason. Being able to form a conception of the good and to engage in critical reflection about the planning of one’s life. (This entails protection for the liberty of conscience and religious observance.) Affiliation. A) Being able to live with and toward others, to recognize and show concern for other human beings, to engage in various forms of social interaction; to be able to imagine the situation of another. (Protecting this capability means protecting institutions that constitute and nourish such forms of affiliation, and also protecting the freedom of assembly and political speech.) B) Having the social bases of self-respect and non-humiliation; being able to be treated as a dignified being whose worth is equal to that of others. This

entails provisions of non-discrimination on the basis of race, sex, sexual orientation, ethnicity, caste, religion, national origin. Other Species. Being able to live with concern for and in relation to animals, plants, and the world of nature. Play. Being able to laugh, to play, to enjoy recreational activities. Control Over One’s Environment. A) Political. Being able to participate effectively in political choices that govern one’s life; having the right of political participation, protections of free speech and association. B) Material. Being able to hold property (both land and movable goods), and having property rights on an equal basis with others; having the right to seek employment on an equal basis with others; having the freedom from unwarranted search and seizure. In work, being able to work as a human being, exercising practical reason and entering into meaningful relationships of mutual recognition with other workers.

about the author Martha C. Nussbaum is a professor of Law and Philosophy at the University of Chicago. Together with Nobel Prize-winning economist Amartya Sen, she is a Founding President of the Human Development and Capability Association, which has 800 members from 80 countries. She is currently working on a book on anger and revolutionary justice.

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The Gryphon Spring 2015

Snapshots of Support my daughter was the day student representative on the board for three years, and she and I were on the board at the same time for one year. That’s the other thing about CSW—the way it empowers students. It is a more democratic source of education; it’s more than just a classroom there. I would be remiss if I did not mention the arts and how central they are to education. Art has so much to teach in so many different ways—and helps people think, helps people reason and makes people feel really good about themselves. CSW’s arts program is strong, respected and fully integrated—part of the school’s core curriculum. That really differentiates it from so many other schools where the arts are just an add-on.

Cary Hewitt P ’99, ’03 Creating a Financial Foundation When did you begin supporting The Cambridge School of Weston? Since my daughter, Mattie Eisenberg ’99, graduated. Why did you choose CSW for your children? I was a teacher at another school. As an educator, I found that the Cambridge School’s student-centered learning, emphasis on experiential education, and just all the elements of progressive education that they had been doing for so long—and were pros at—were very attractive to me. But when we went there, and we had been to so many different schools by that time, my daughter just felt at home right away. A year after my daughter left, my son (Edward Eisenberg [Ned] ’03) attended CSW. After Mattie, Ned just always wanted to go there. It was a great experience for both of them. And I think they both value that experience more than educations they have had since. As a parent, what encouraged you to take the leap to become a major donor? I was president of the Parents Association and

then on the board. One thing I found that parents said, and I include myself in this, is they wish they had gone to CSW. It is amazing and comes from the opportunities that we saw for learning and the spark that it sets off. I see what is happening in other places with the common core, and that is so far from where I think we should be. CSW is leading the way and it is really impressive. It has always been a mini-think tank, but now it’s getting broader. And that’s still another reason to support CSW. My grandfather was a very progressive public educator in St. Louis. And I was involved in the progressive side of my school, but to see a whole school devoted to it—where the relationship among teachers and students is central—is very important. You were quite involved in the school as a parent. What were some of those activities? I believe that I went to every one of Mattie’s field hockey games and Ned’s baseball and soccer games. Sports was not the biggest thing at that school, and I love the way they did it. It makes me happy that the new Health and Fitness Center is being built. I was always involved with the Parents Association and co-chaired the Auction Committee and Building Committee during the building of the Garthwaite Center for Science and Art. There was one point when

What was the most important thing that your children got from attending CSW? For Mattie it was a sense of empowerment as a learner, knowing that she could do it. When I listen to my son Ned talk, he has a use of the English language that blows me away. The way he talks about things and thinks about things is not the way it was when he entered the school. Kids come in with those abilities, but they figure out how to best use those abilities while at CSW. What prompted you to make your first gift to CSW? I saw the great things CSW was doing for my daughter and because I really believe in the approach to education. To see it in action is really exciting. What are your hopes for the school? CSW has never had a big endowment. I’d like to see more people do what I am doing— planning for the future to put the school in my estate plans. Then the school can count on this money and know that they have donations coming in over time. That helps them in their own planning. We all know that you can do so much more if you are supported. Cary Hewitt, a former member of the board of trustees, is the director of development at the Congregational Library and Archives in Boston. She is active in the ACLU and Planned Parenthood and is a textile artist, creating art rugs.

snapshots of support

Naomi Weekes ’09 A Life That Fits How many years have you been a supporter of CSW? I’ve supported CSW for a couple of years now—since graduating from college. Why did you choose CSW? I know that the education that I received here changed me and shaped me in ways that I don’t think anything else has, and in a way that I think is wonderful. And that makes me want to give back to the school. There is no other high school in the world like CSW, and I want to help it maintain what makes it special. There are a lot of exciting things happening here that need money: the new Health and Fitness Center, the new social justice requirement. A lot of colleges don’t even have that, and I find it incredible that CSW does. And there are other areas that need support—faculty and staff, the new dormitory rooms. When I was here, we were always saying, they need a new dorm. And they finally got one, but I know that costs money. Why do you feel that CSW is unique? I almost feel that my experience here was more profound and more life changing than college. CSW is so progressive and so unique that the experience that students get doesn’t happen in other private schools or anywhere else, period. CSW students are the focal point of the school. And, as silly as it sounds, that is not the case elsewhere. It is really about the students and not just academically but socially, too. It’s about opportunities for clubs and to start things—to be a leader—to try it out and see how that works. Because of the module system, you can learn so much more. I never took English 101. I took a class about beauty. I took a class about mythology, another about Jack Kerouac. I’ve taken Black History, Dissent, and Gay and Lesbian Literature. I remember telling my mom that, and she said, “Those are college courses.” She was so jealous. For my Capstone project, I wrote a concept album. I had a theme. I wrote all the lyrics and music, and then got other students who were musicians together. We

practiced every Thursday and then recorded it and performed at CSW. Did you have a favorite class at CSW? That’s hard; I had so many favorite classes. I did take Assemblage with Todd Bartel, twice. Besides photography, I’d always liked art, but found I had a hard time participating in it. And I remember him saying that one object, plus a second object equals a third object. You are finding objects and seeing how they fit together. It was a concept that was really exciting for me. Often in my life I am a planner. I sit down and plan out what I am going to do. To create assemblage, you have to let the objects find you, and you have to let them work together, and see what is created. You can’t really come in with a plan. Also, Todd was the type of teacher— and I wish this happened in college and my worklife—who before the end of the mod would meet with every student to discuss

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their grade. He would ask them what they thought their grade should be, and then he would tell them what he thought it should be. It was really hard to have that kind of conversation, to analyze myself. And what a great experience for a high schooler to sit down and ask herself, Did I do a good job? Could I have done better? What makes supporting CSW exciting? The teachers here recognize that the students are mature enough to experience something that most people would not until college. I value that. I value having students on the CSW Board of Trustees, and I value the fact that students get to vote on who will speak at our graduation. It’s giving students power, and saying we trust you, and we know that you are smart, educated people and have the ability to make decisions yourself. Naomi Weekes currently works in marketing with the WBUR events group.

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Making Change in the World By Sarah Zobel

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CSW students know that learning doesn’t take place only within the confines of the classroom. With the school’s emphasis on multicultural awareness and its new social justice requirement, which further formalizes a long-held commitment to turning out global citizens, students are taught to engage in meaningful action, seek out opportunities to make lasting change and acknowledge different perspectives. “Social justice and social justice in action have always been deeply held values at CSW, from our founding in the 1800s through today,” says Head of School Jane Moulding. “We want our students not only to ‘find their voice,’ but to put that voice into action to create change for the better.” That happens while students are on campus. But what about post-graduation, when they head to college, to jobs, to the rest of their lives? Does that ingrained sense of social justice last? For at least three CSW alumni, the answer is conclusively yes.

Tess Sager ’09 a b o v e Tess in a chat with His Holiness the Dalai Lama b el o w During a stop with the Sager Family Traveling Foundation

Tess Sager ’09 has helped bring social justice to the global neighborhood and has been doing so almost her entire life. When she was ten and her brother six, their parents announced that the family would spend the next two years traveling the world. They were no ordinary tourists: Sager and her brother were routinely exposed to the realities of the countries they visited, stopping by the ghostly sites of ethnic cleansing in Rwanda, for example, where skulls and bones were plainly visible and the smell of death lingered. But they were also busy, helping to start a variety of programs all over the world: schools in Nepal, microlending programs in Rwanda, a teacher training program in Pakistan, and Science for Monks in Tibetan Buddhist monasteries among them, all under the umbrella of the Sager Family Traveling Foundation and Roadshow. In 2009, fresh out of CSW, Sager stopped by a handicrafts cooperative in Ramallah, in Palestine’s West Bank. There dozens of women were trying to sell lavishly embroidered tablecloths and pillowcases they’d spent six months making, but no one was buying. Sager suggested they use the same technique and apply it to smaller, more affordable

products. Now, in only a week, those women are able to make brightly colored bracelets with the same tribal patterns as the larger cloths, but the biggest difference is the bracelets sell—rapidly—which Sager facilitates through an initiative she started for just that purpose: Hands Up Not Handouts. Sager buys the products at a fair price and resells them, thereby bearing the financial risk and ensuring the women can earn a living. She has since done the same in Rwanda, where artfully woven grass baskets were going unsold; the craftswomen are now turning what were essentially the basket bottoms into bold, colorful earrings. The items are sold through the Hands Up Not Handouts website, and Sager says she always has her eyes open for other products. Although their travels have slowed somewhat, the entire family is returning to Africa for two months this summer to check up on the foundation’s programs. Sager is particularly looking forward to their time in Rwanda, which she says is special to her, especially given the family’s front-row seats to the country’s recovery. Their first visit, in 2000, was just six years after the genocide; they were the only foreigners in the hotel where they stayed and have returned almost every year since. “It’s been really great seeing the country develop and move forward and heal,” says Sager. “It’s just a completely different place now, and it’s been such a privilege to get to watch that so closely.”

Jackson Renshaw ’08 As a Capstone project, Jackson Renshaw ’08 built a small on-campus hoophouse in which he grew lettuce. The hoophouse is still standing; it’s now being used by CSW staff to grow garlic and scallions. Renshaw—who says some of his small crop may have made its way into the cafeteria—has moved on to feeding residents of Boston neighborhoods with limited access to fresh food through his mission-driven food truck and catering business, Fresh Food Generation. “We want to serve underserved neighborhoods with locally sourced foods,” says Renshaw. For now, the truck visits Roxbury three days a week for lunch, with a planned expansion to breakfast service on the horizon, and downtown Boston two days a week, “to get everybody involved in the fair food movement.” The food truck launched April 1, but the catering business has been in operation since early 2014, with Renshaw and his business partner, Cassandria Campbell, providing meals for as many as 200 people at a sitting. That, coupled with some community outreach that included the Dorchester Community Food Co-op’s Fresh Fridays last summer, gave the two the opportunity to develop their menu, which reflects the makeup of the communities where the truck will be parked. “We wanted the menu to be culturally relevant to the neighborhoods we’re serving,” says Renshaw. Roxbury and Dorchester and nearby Mattapan include significant Caribbean, Latin American and African American populations, so Fresh Food Generation offers Jamaican jerk chicken, Argentinean-style chicken, rice and beans, Pikliz cole slaw from Haiti—“things that are familiar but still a little bit healthier than what’s

commonly available” at corner stores and fast food chains in those areas, he says. As required by Massachusetts law, food prep is done not on the truck but in a kitchen incubator in Dorchester. Renshaw and Campbell are largely self-taught, learning through cookbooks and YouTube and online instruction in how to conduct inventory. Much of the food is sourced from Massachusetts and Rhode Island farms and through organizations that are transforming vacant city lots into urban farms and teaching young people about sustainable agriculture. Renshaw and Campbell, who met while both were working for one of those organizations, The Food Project, are just starting to write down recipes to share with others, since hiring staff is the next step. They’ll be offering prep and managerial positions to young locals who are thinking about college or have had brushes with the law in the past but are looking ahead, says Renshaw, “so they can gain real, tangible job skills and become a force for good in their neighborhoods.”

a b o v e Jackson speaking at the March Against Monsanto l ef t Zagat’s 30 Under 30 Chefs Changing the Food Industry event featured Jackson and business partner Cassandria.

Billy Keyserling ’67

a b o v e Mayor Billy presents a special key to the city to American Idol winner Candice Glover. The key was made by a local African American basket weaver. o p p o s i t e Mayor Billy with Thomas Post McDermott, an eight-year-old with whom he produced “The Pink Dolphin, about collaboration and diversity, a children’s book with a message for adults as well.

Seeing more of the world is what brought Billy Keyserling ’67 to CSW from his hometown of Beaufort, South Carolina. “The four years at CSW were the biggest gift my parents ever gave me,” he says. “I learned that the world was bigger than my small town of 10,000, and it opened me up to a larger world of diversity.” With an interest in race issues and American history—particularly the Southern populace tradition—after graduating from Brandeis, Keyserling took a job registering voters nationwide. That, in turn, sparked an interest in the mechanics of political campaigns, where he turned next. Keyserling later accepted a position as director of the Washington office of the National Conference on Soviet Jewry. One of his most satisfying achievements there was composing a letter that was signed by all 100 U.S. senators and presented to Soviet President Mikhail Gorbachev by President Ronald Reagan when the two met in 1985; it was a clear statement that for relations between the two countries to normalize, the Soviets would have to recognize the importance of human rights—specifically, those of Jews. Mission

accomplished, Keyserling says he “declared victory” and went home. Back in Beaufort, Keyserling ran for the state legislature, succeeding his mother, who’d held the office for 16 years. But Keyserling was a victim of redistricting and forced to run as an Independent, before grasping that he wasn’t a good fit for the leadership-driven legislative process. He ran for city council instead, and there found real joy in local government. “Not a day goes by that you can’t help somebody with something that, though it may seem small to me, is a day-making or day-breaking challenge they face,” he says, whether it’s a pothole, trash not being picked up, or safety around a basketball court downtown. “I found that for once, this government thing really made sense to me. I felt that I had a sense of place in my hometown, and realized that government can be the friend—it doesn’t have to be the enemy.” Today, Keyserling is mayor of Beaufort. He ran against the incumbent in 2004 but lost by 97 votes. When the mayor resigned, Keyserling ran again, winning in 2008 and again in 2012, when he was

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unopposed. He calls himself “Mayor Billy” and says it’s the best job he’s ever had. With a council-mayormanager form of government, he handles policy development, and has established a new kind of city council, one that engages in roundtable discussions where the goal is consensus. Voting happens later at formal meetings, where it’s unanimous 95 percent of the time thanks to that approach. Although it’s a part-time job, Keyserling says he’s at it full-time, using the stature of the post to start community conversations on the side. Through those efforts, Beaufort’s was the first government in the state to assemble a Rising Seas task force to deal with the effects of climate change. Keyserling is also working with a group of middle schoolers to create a youth city council, and hopes to establish a high school service program, including scholarships for juniors and seniors who participate. Despite his observation that “government’s about having a conversation about tomorrow,” Keyserling doesn’t want to talk about 2016 and whether he’ll run again just yet. He’s too focused on what needs doing today.

Social Justice & Sustainability By Marilyn Del Donno, Science Teacher, Sustainability Coordinator The word “sustainability” usually brings to mind recycling, global climate change and environmental protection. It is certainly that, but it is so much more. Although we have strong community support for social justice and sustainability issues, many of us are not usually aware of the integral connection between the two. Pick up any object around you; an orange, pen, a phone. Have you ever thought about the life cycle costs associated with that object? Where do the raw materials come from? What is the community and worker exposure to toxins? What is the energy associated with producing and moving that object? Are the workers being given a fair wage? Sustainable development is the goal and that requires that everyone has the resources needed to fulfill their human rights, while ensuring that the use of natural resources doesn’t stress the Earth’s systems. This visual from an Oxfam discussion paper based on the

Rio 20+ goals summarizes this idea well. Unfortunately, the social and environmental goals have, by and large, been pursued independently and in some cases are seen to be at odds. But do wealthy nations necessarily have to produce more waste? Does helping marginalized communities gain access to better resources mean an increased stress in the Earth’s climate system? Not necessarily. Two simple examples help to illustrate this point. 1. “Fuel poverty” is a problem in many industrialized countries, and funding insulation and other energy conservation measures would reduce poverty and also cut carbon emissions. 2. Every year, roughly one third of all food produced is lost during harvest or storage, or

is wasted by consumers. Reducing these losses could result in lower prices and greater food security for poor consumers and could reduce pressure for increasing food production, thereby saving on land, water, fertilizer use, and carbon emissions. Neither of these examples are easy “fixes” but they do illustrate how sustainable development can result in improved standards of living and greater environmental protection at the same time. As CSW moves ahead with our work on social justice and sustainability, I hope that we can continue to educate the community about the interconnection between the two and encourage students and faculty to participate in activities that support both.

Intersection of Past and Present: History at CSW By Anne Mackin P ’12 at c s w , s t u d e n t s c a n

choose from a rich smorgasbord of 38 history courses in a given year. Those courses range from ancient to modern history. They cover much of the breadth of the world from Asia to America. Some courses are designed to let students dig deeply into a particular culture or period. Others, like the popular freshman requirement, Food and Culture, create a broad tapestry, illustrating the complex interweaving of social, economic and political threads that make the fabric of history. And throughout that fabric, and through many CSW courses, runs the fraught human struggle for justice. Now, as CSW formalizes its long standing commitment to social justice with

official course requirements, the history department, with its emphasis on world cultures and inequities, provides a natural home for discussions of justice, and what a fair, equitable society might look like. In fact, the history department offers 24 of the 80-plus courses that help students meet their social justice graduation requirement. “To me,” says Patrick Foley, head of the history department, “social justice means that everyone in a society has equal access to the resources of that society.” Relaxed and pleasant, Foley is nonetheless passionate about his subjects. He witnessed the Boston bussing riots as a first-grader in South Boston and has been seeking to repair society ever since. He first prepared to

become a Jesuit, but instead pursued his love of history and teaching. “Social justice isn’t just a natural interest of the history department here but of progressive education itself,” he offers. “We’re trying to educate citizens of the present—not just citizens prepared to take their place in an assembly line, but people who can meet the issues of their day with an ability to think them through. In Facing History and Ourselves, for example, we try to ask students, ‘What will you do when faced with a major moral decision?’” To that end, Foley hastens to add, “Our department strives to communicate how to think and not what to think; not to indoctrinate.” His colleagues in the history

intersection of past and present: history at csw

department agree. Ryan Jacobs is teaching U.S. Overview this spring, a required class for 10th graders. His students are about to meet “the figure of John Brown and his abolitionist cause” and, through him, they will parse the fine points of moral behavior. “Based on his personal sense of justice,” Ryan explains, “Brown killed several pro-slavery advocates in two states at a time when slave-owning was legal. The idea is to ask deeper questions about what distinctions, if any, exist between a freedom fighter and a terrorist” and who gets to decide. Words like “terrorist” and “freedomfighter,” of course, bring John Brown into today’s headlines and make him relevant to the lives of today’s students. Daily headlines—history in the making— often trigger discussions of social justice issues in history classes, either through the inquiry of students or the initiative of a teacher. Johára Tucker, director of social justice and multicultural programming, was teaching U.S. Black Studies when the shooting of Michael Brown in Ferguson, Missouri, made front pages nationwide. Tucker echoes the sentiments of other history teachers when she says, “At CSW, we have a lot of freedom to adapt to our particular classes and students, and the issues of the day. We’re encouraged to put our passions to work. So when we began discussing the events of Ferguson, I pointed out that this was not an isolated incident. I gave each student the name of a young black man who died at the hands of law enforcement and asked them to research the situation.” Tucker also has an explanation for the symbiotic relationship between the history department and social justice themes. “It’s always easy for the humanities to portray the struggle for social justice,” Tucker shares, “because they can contrast the visions of marginalized groups with the versions of history promulgated by governments or majorities.” Jacobs offers an additional reason. “There’s a notion,” he says, “that historians and history teachers are enamored of the past. The truth is often the opposite. We examine the past because we are obsessed with the present.” Like Jacobs, many historians argue that understanding history helps us see how we

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encounter new communities, we can relate arrived at the present moment. History to each other on some level—hopefully a level underpins the headlines of our own time of understanding—by knowing something and place. of each other’s background.” Following the struggle for social At CSW, where students as well as justice means following it to other cultures, teachers get to follow their passions, the rich ethnicities, and nations and, often, seeing array of history courses gives students a that struggle erupt in conflicts between chance to learn about the cultures or the cultures. Anjali Bhatia, a CSW history historic struggles to which they feel drawn. teacher with a background in international And students have the freedom to raise law and human rights, grew up in Europe questions and bring the news of the moment with both Indian and Dutch heritages. to class. In last year’s history courses, CSW Bhatia delights in helping students discover students tried to make sense of a strike by other cultures and the histories that have fast-food workers, the Russian invasion of made them what they are, and that affect the Ukraine, the destabilization of the their relations with the U.S. and the world. Bhatia’s courses include, among others, Middle East and many other complexities of the world they will soon inherit. Modern China, Modern Japan, Dissent in Jacobs tries to articulate the the World, Weimar Republic, and History of inextricable link he sees between history and the Indian Subcontinent. “I feel there’s a need to bring these histories to our students,” the struggle for justice that history records. “It’s difficult to disentangle social justice she says, “because they must know a from the broader currents that ebb and flow little about the background of those peers through history. Whether you look at the with whom they interact not only here at larger community or at the individual level, school but virtually (in the news and social the impact of injustice as an impetus for media) and with whom they’ll interact in change over time cannot be overstated. The the future.” Bhatia looks ahead to a world in dislocation caused by racial, religious or which globalized economies bring societies socio-economic injustice, and the regressive into constant interdependence with each ruins left in the wake of misogyny, national other. “We carry our history with us ism or imperialism are part of what I see, wherever we go,” Bhatia elaborates, “and it wherever I look in the past and present.” makes a huge difference if, when we

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The Gryphon Spring 2015

Perspective

The Spark of the Roboticists How CSW’s Robotics Program is forging scientists and engineers in a crucible of teamwork, ingenuity and a positive charge. By Jonathan Klein ’80, P ’16, P ’18

perspective: the spark of the roboticists

1. The Team Boston, MA / March 29, 2015 It’s Saturday afternoon at Northeastern University’s Matthews Arena, on the floor where storied NCAA basketball and hockey teams compete. Forty high-school robotics teams have just finished one-and-a-half days of grueling tournament competition, and the CSW Gryphons are among them. Moreover, they have just finished in the “golden” top 18 teams—17th place out of 40. Although it’s five years old, it’s only the team’s second year in the hallowed FIRST Robotics Competition, or FRC, league (its first three years were in a less demanding league). For the team, 17th place is a stunning achievement, the best they’ve done to date, especially considering the numbers. Nationally, FRC teams average 23 team members and 11 mentors. The CSW team has 12 members and two mentors. And neither they nor founding coach and faculty advisor Karen Bruker have mechanical engineering backgrounds—Karen teaches chemistry—a vital element in multidisciplinary FRC. And, while CSW’s Module System works well for many things, it poses unique challenges for an FRC team. Astonishingly, only four of the team’s members are at this tournament. It takes place over CSW’s spring break; dorms are locked. Of the team’s seven boarders, only Ziqi “Chi Chi” Fang ’15 is here—and only because his father is visiting from China. At a ceremony in the main arena, an MC introduces the six top-scoring teams to the large, enthusiastic crowd. These six teams will now each choose two teams apiece from the remaining teams, to form six “alliances” of three teams each. These six alliances (18 teams in all) will compete in the afternoon’s playoffs. Hence the term “golden.” In three hours’ time, the top alliance will emerge, to compete at FIRST Championships in St. Louis, in late April. Despite their “golden” finish, the Gryphons are by no means playoffs shoe-ins. Many teams have competed here for more than 10 years, some for 20. CSW is the new kid on the block. As the alliances are completed, the Gryphons are not among them.

The team doesn’t begrudge its fate. Interim co-captain Ben Klebe ’16 says, “Let’s face it, our robot just wasn’t as reliable as it could have been out there.” Fellow interim co-captain Michael Goodnow ’15 says, “Yeah, and we didn’t stack that many totes.” Grinning, he adds, “I wouldn’t have picked us, either.” Still, the team is happy. Members discuss the action, what they might have done better. There is suspense late in the playoffs, when a robot abruptly stops dead during a match. As the tournament’s official alternate, the Gryphons are called back to the arena. With seconds to go, however, the dead robot is resuscitated, and rejoins its alliance. A phoenix-like return of the Gryphons, nearly reality, disintegrates. “Oh well. Next year,” says Harry Klein ’18, smiling. What value, it may be asked, does a tiny, under-mentored team in this “hardcore” robotics league hold, next year or any other, for CSW or its students? The answers may surprise you. To get there, however, we must press “rewind.”

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2. The Scheme Manchester, NH / January 2, 2015 The Saturday after New Year’s, FIRST annually announces a new game that will be played by some 3,000 teams around the world. Until now, only five things were known about this game. It will be: → Played by robots, each of which will be designed and built from a box of parts by a high-school-aged team, who will wirelessly control it → Played in alliances of three teams (randomly assembled until Playoffs) against another alliance for the most points per match → Played in tournaments in 18 countries over seven weeks, February to April → Played on a volleyball-court-sized “field” → Wildly different from any game played or imagined before. The catch: Each team has only 45 days to design, build and test their robot, tackling engineering challenges they’ve never had to contemplate, much less solve.

“Basically it’s the kids doing the stuff. They’re making the robot. They’re making it move around and lift things. It’s a very beautiful and quite simple way of seeing, I think, what we do really well here.” —Jane Moulding, Head of School

Opening Ceremonies at the FIRST Robotics Competition (FRC) tournament at Northeastern University. Some 75,000 high-schoolers in 18 countries compete in FRC.

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February 17, at midnight, all robots will be “bagged”—mothballed—awaiting tournament play. Unlike programs like “Robot Wars,” FRC games don’t involve combat. Rather, an alliance of three teams, through their robots, work together to play the game, scoring as many points as possible in each two-and-a-half-minute match. Meanwhile, another alliance works cooperatively in its own area, competing for the most points. Game play typically involves manipulating objects. One year it’s basketballs, another year flying discs, or inflatable donuts—even the robot itself, balancing on beams. The game specifies what the robot must do: pick up objects, carry them, throw them, etc. The object of this year’s game, “Recycle Rush,” is simple: Move and stack as many sealed recycling totes and garbage-can-like bins as possible into designated areas. Variations on this objective win more points. Since each robot represents one team’s solution to engineering problems presented by the game, robots vary in shape and size, although limits are enforced. This year’s robot cannot exceed 6ˇ tall or 120 lbs. Competition isn’t the only objective in these tournaments, however. Each season, alliances can win extra points through

avenues of cooperation with the competing alliance—a theme FIRST calls “Coopertition.” This theme, reinforced throughout, imbues the experience with a “we’re-all-in-this-together” element that transcends good sportsmanship. Another objective, however, is a thoroughly unique experience. In the process of creating the robot, FRC immerses every team member into the multidisciplinary world of robotics—a world where, to be successful, each member must think, act, try, fail, learn and cooperate the way real roboticists do. The authenticity of this experience often reaps rewards that extend far beyond any tournament. Easy, however, it is not.

3. The Stream Weston, MA / January 25, 2015 “So here’s the challenge,” coach Karen says to me quietly outside the CSW robotics lab (a.k.a. Karen’s Chem Lab). “The team is at a crossroads in the mechanical system design. They’ve been debating over three possible directions for the elevator (a key robot subsystem). The problem is, they’re deadlocked.”

Interim co-captain Ben Klebe ’16 (in the light-colored T-shirt) controls the CSW Gryphons robot amid match play at the Northeastern tournament. Michael Goodnow ’15 and Chi Chi Fang ’15 (at far left) observe. In the foreground, a fellow alliance member throws a pool noodle onto the opposite side of the field, all part of the arcane, playful rules of the game.

Her demeanor is cheerful, but there’s an urgency beneath the calm. “We bag the robot in just over three weeks, and they’ve done nothing but debate about the elevator for three whole days.” Karen motions us into the lab. “You know,” she pauses, “these are bright, creative, passionate kids. They each think they’re right. But when they do, sometimes that’s all they see.” I offer that they just may not understand the engineering design process—that they can build and test their ideas quickly, so they can prove they’re right—and have a working robot by competition time. “Exactly,” says Karen, opening the door. “They just need mentoring.” “Guys,” she announces, “This is Harry’s dad, Jonathan Klein. Your new mentor. He’s an MIT grad, and a former iRobot exec and designer. I’d like you to bring him up to speed on this year’s game, and show him what you have for the robot so far.” Meeting with the team, one thing seems clear: the three designs for the elevator (the robotic component that will pick up and stack the totes) represent three levels of complexity. I suggest they pick the simplest design and prototype it, try to get it to work. Time available, they can consider other designs. As if by magic, the team assents, and the deadlock breaks—for now. But it’s only one of many impasses and challenges that will occur throughout the season, and mentors alone won’t solve them. Of course there’ll be engineering bugs, design flaws. But there will also be political maneuvering, grandstanding, voting. A few team members will work on the robot like it’s theirs alone; others will stand around, waiting for orders that don’t come. Some will devote time to subsystems that aren’t used. Meanwhile, working components will be abandoned for no apparent reason. As a result, despite working D blocks that stretch into long evenings and weekends, the robot won’t be completed until the team’s second tournament. It may sound absurd to suggest that these challenges are all by design, but in fact they are. To understand why, we need to rewind even more— back to 2004.

4. The Dream: Robonexus 2004 San Jose, CA / September 25, 2004 It’s the most riveting lecture I’ve ever attended, before or since. Dean Kamen, atop a Segway (his famous invention), describes why he created FIRST. Less-famous inventions brought early wealth, and time for Kamen’s personal interest: helping kids. “I’d travel to classrooms across the country to get kids interested in science,” recalls Kamen. “But everywhere I went, I’d ask kids, ‘Who’s your favorite living scientist?’ “Dead silence. “I started asking if they could name one living scientist. “I’d say 90% of classrooms couldn’t even do that. “But then I’d ask, ‘Who’s your favorite sports star, or band?’ Everyone raised hands.” In 1989, Kamen recruited MIT Professor Woody Flowers to help try to understand why. “What we found was a mind-numbing realization.” “We live in a culture of distraction,” Kamen says. “A free-market-driven economy where giant entertainment companies spend over $1.5 trillion a year vying for ‘eyeballs.’ Primarily kids’ eyeballs. “The entertainment industry makes heroes in sports, movies, music, auto racing, fashion, gaming…” lists Kamen. “Kids want to emulate role models. But how many people earn a living playing basketball? In the U.S., maybe 300. Same with music. Double or triple that for baseball, football. A few thousand movie actors. Intensely, brutally competitive fields—that millions of kids dream of pursuing.” Meanwhile, our kids soak up the entertainment “content” their heroes generate, says Kamen. “Content” that offers nothing beyond diversion, maybe a little social currency to its consumers. “This culture of distraction is a trillion-dollar industry. Our kids are its target, and it literally wastes their time— at the risk of wasting whole lives.”

Harry Klein ’18 tests the CSW robot’s ability to lift and carry totes in the testing area at the Northeastern tournament. Interim co-captain Michael Goodnow ’15, and Coach Karen Bruker watch the action.

a heady challenge Kamen and Flowers thought, “What can we do? It’s insane, but it’s out of control.” They hatched a crazy idea: Could we use entertainment-industry tricks to steal

FIRST realized that FRC was a huge leap from FLL. In 2005, a “mid-level” tournament emerged: FIRST Tech Challenge (FTC). For 7th-to-12th-graders, FTC breached that gap. In FTC the robot,

“FIRST exists to create a world where science and technology are celebrated. Where young people dream of becoming science and technology heroes.”

— Dean Kamen, Inventor and Founder for Inspiration and Recognition of Science and Technology (FIRST), Manchester, NH

eyeballs back? Borrow techniques from football, rock concerts, comedy showcases— the buzz, fun and excitement of “nonnutritive” distractions—but use them for “nutritious” pursuits? Their brainchild was a robotics tournament. One that gets kids excited about science and fosters deep learning in science, technology, engineering and mathematics (STEM). The FIRST Robotics Competition (FRC) for high-schoolers debuted in 1992: A 21-team tournament, held in a Manchester High School gym. By 1995, FRC Championships moved to Epcot in Orlando. In 1999 FIRST introduced its scaleddown FIRST Lego League (FLL), for middle-schoolers. By 2003 FRC/FLL Championships left Disney World for the Houston Astrodome, then the Georgia Dome in 2004—the year elementary-school-aged Junior FLL debuted.

field and team are all smaller than those of FRC, costs lower, and design/build time is unbounded. When CSW entered competitive robotics in 2010–2011, it joined FTC.

5. Carpe Diem Weston, MA / May 2010 Travis Law ’11, a Grinnell University senior finishing his BA in Biology, recalls approaching his advisor, Karen Bruker, in late spring 2010 about the idea of a CSW robotics team. Extroverted for a self-described “STEM kid,” Travis persuaded Karen to attend a local FIRST presentation. Dr. Tad Lawrence, science and visual arts teacher and then-science department chair, says Travis approached the department about team sponsorship. Travis impressed Tad. “Sometimes kids will say, ‘I’m interested in bird-watching,’

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The Gryphon Spring 2015

but Travis was determined. And articulate.” a copyright expert with a background in software architecture. As this year is Ben’s The department also appreciated how second both at CSW and on the team, Ben FIRST complemented CSW’s educational has participated in both FTC and FRC. approach. “Karen Bruker volunteered to oversee the “Ben hopes we keep doing FRC,” says Skott. The sentiment is echoed by Harry. program,” Tad recalls. “That first year, Whatever the league, the five-year-old working with Travis, Karen researched what team exists due to Bruker’s tireless needed to happen. They determined the dedication. Says Travis, “Karen puts in organization, how they’d run it,” etc. so much more work than anyone sees To Head of School Jane Moulding, the robotics program became a reality because it or acknowledges.” had “someone like Karen putting a lot of time and even her own money” into it. That first 2010–2011 season, in addition to being faculty advisor and coach (on top of Weston, MA / March 30, 2015 being a full-time chemistry teacher), Karen paid the team’s costs from her own pocket. It’s Monday after the tournament, and the Although later remunerated (with a grant school is positively charged. “The team from the Law family), Karen recalls, “I announced their triumphs this morning at wanted to demonstrate a ‘proof of concept’ assembly to a roaring crowd,” writes a to the science department.” CSW staffer.

6. Downstream

“The only difference between this sport and all the others is every kid on our teams can go pro. There’s a job out there for every one of these kids.” — Dean Kamen, on FRC

“The reason I decided to take on FIRST robotics is simple,” Karen writes. “I try to guide students to explore and be curious. If a student wants to start a new activity that will deepen their curiosity and understanding of a subject—actively—I want to nurture that.” Travis is anything but passive. Named captain, he recalls working long hours “to get the robot where we wanted it. At one point,” late in the season, “the rest of the team decided we were close enough.” Travis thought otherwise. The Law brothers persevered, working “many long nights.” The team did so well at Qualifiers, it proceeded to State Championships. There, the team won an Inspiration Award. Making it to States in year two, year three the team floundered. That spring, captain-elect Tino Christelis ’14 lobbied for moving to FRC. Karen assented, using the same rationale as with Travis. Team mentor Skott Klebe, Ben’s father, is

“I think it’s great,” says Dr. Melodie Knowlton, biology teacher and science department chair. “And the progress they’ve made from the previous year is great.” In FRC, size matters. That this year’s team is the largest yet is lost on no one. “17th out of 40?” says Tad. “For a small team, that’s tremendous.” The fact that CSW’s robotics program is succeeding means a good deal more than the afterglow of excitement. complementary approaches The FIRST experience is immersive, student-interest-driven, multidisciplinary and multisensory. Like the Mod system, FRC mandates “going deep” into disciplines. FIRST also encourages learning by doing, and learning by creating artifacts. Like CSW, FIRST creates an environment that can make learning fun, challenging and rewarding. FIRST is “totally in keeping with the mission, approach and philosophy of CSW,” says

Tad. “We should be doing whatever we can to facilitate these programs.” CSW also shares FIRST’s emphasis on learning to collaborate by building social skills, negotiating capability and maintaining an open mind. As Skott says, “Teamwork isn’t just about learning to divide up work. It’s about hearing other people’s ideas, and seeing what they bring to the table.” “You look at robotics, and to me it’s teamwork, collaboration,” says Jane. “They have a coach in Karen; (mentors) might help, but basically it’s the kids doing the stuff. They’re making the robot. They’re making it move around and lift things. It’s a very beautiful and quite simple way of seeing, I think, what we do really well here.” the value of “real” Arguably, FRC builds on these complemen tary approaches. To Tad, FIRST team members “learn a great deal of engineering, commitment and perseverance.” “I think it’s really valuable, learning to do this ‘real stuff,’” says Skott, referring to how team members think, create, test and collaborate like real roboticists. The impact of doing “real stuff” can be transformational. In an all-school assembly last year, Jane recalls, several members of the robotics team stood up to talk about their experience in the program. “You’re sitting there, and suddenly this kid is talking, and you realize you’ve never really heard this kid speak in public. Yet they’re not only speaking. They’re speaking from the depths of their passion and interest. You get tears in your eyes.”

Interim co-captains Michael Goodnow ’15 (left) and Ben Klebe ’16 confer on the robot in the team’s “pit” area at the Northeastern FRC tournament.

perspective: the spark of the roboticists

in CSW a year later. According to Harry, after three years of FLL, the opportunity to pursue FIRST robotics in high school “was high on my list.” Ben and Harry may a b o v e cl o ck w i s e fro m t o p l ef t be outliers, but they may also represent a Toffer Blaney ’15, Harry Klein ’18, Mason Liu ’16, trend: CSW may now attract more students Chi Chi Fang ’15, Ben Klebe ’16, Matthew Downs ’15, serious about STEM-related topics because Austin Grace ’17, Ha Rim Bong ’15, Eric Qian ’17 of its robotics program. (kneeling), and Tony Woo ’16. Not pictured: If true, an effective STEM-related Team captain Ben Shapiro ’15 (on medical leave), Michael Goodnow ’15, and Noah Kenney ’17. recruiting tool may enhance the nature of STEM discourse in and out of the classAdds Jane: “It was one of those moments room, in addition to encouraging the school to develop its engineering-related offerings. that keeps me in the business.” Signs of the latter are evident. In the This “authentic” nature of FRC robotics upcoming year, says Jane, the school is is not lost on Melodie. A PhD in cell and moving to more classes that use “an developmental biology at Harvard and an engineering approach.” She adds, “We’d like 18-month biomedical research fellowship at to make more of that.” Novartis give her a deep appreciation for Case in point: For the first time at the educational value of doing “real stuff.” CSW, the 2015–16 class schedule features She likens the anticipation and Robotics as a for-credit academic block. experience of FIRST robotics tournaments To be taught by Karen, the class is an to the substantial sense of esprit de corps at science conferences. “That’s the other thing,” opportunity for students to “go deeper” into topics. Karen also hopes to more thoroughly she says. “The competition. Knowing that instill the engineering design process you’re going somewhere, and not doing your into students. work in isolation. That’s how real-life Travis points out another potential science and engineering happens. You don’t benefit of the program. “I think almost do it just by yourself.” But to Melodie, the value of such tourna- everyone (on the team who’s graduated) went on to engineering schools.” Travis and ments extends beyond camaraderie. It can his brother Ben Law ’13 are exceptions, be motivational, even aspirational. “You’re carving technical paths within liberal arts. going to the competitions,” she continues. “Ben’s studying chemistry and computer “You’re interacting, you’re collaborating. science,” says Travis. “I’m pretty sure he’s You’re seeing what someone else can do— going to go into enzyme modeling, but he whether it’s better or worse than you. You refuses to acknowledge I’m right.” may see someone else’s robot in action and say, ‘That team’s robot is amazing. I want to get there, because I can see that they can get challenges for the program For various reasons, not everyone on the there. And now I know where I want to go.’” team is able to participate as much as they might like. “Your schoolwork comes robotics at csw: first. That’s what I always tell my team,” before, during and after attending says Karen. For some students, scholastic The CSW robotics program seems to have a demands can limit team involvement. profound affect on where students want to For others, though, it’s competing go. For some, the program is a major factor commitments. Competitive marksman in their decision to attend CSW. Says Skott, Toffer Blaney’s riflery schedule limited his in 2013 Ben “would have been very robotics involvement. The senior’s marksconcerned about going to a school that manship is matched by skills in machindidn’t have a robotics program.” ing—skills that greatly buffeted the team in The same held true for Harry’s interest

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the final weeks of the season, when he was able to join more fully. Tad sees challenges like Toffer’s as “structural” obstacles. Because the Mod System frames life in discrete four-and-ahalf-week segments, “It’s hard in our schedule to build in consistency. So there’s been a fair amount of troubleshooting about that.”

7. The Theme May 26, 2015 For Tad, one lesson from the flourishing CSW robotics team “is that the determination and articulateness and enthusiasm of one student can really still sway the course of mighty rivers.” “I think our job as adults is to simply be encouraging, and get out of the way,” says Tad. “That, and having somebody step up to the plate. That’s very important, and I think Karen deserves a lot of credit for that.” In his view, Karen’s robotics program is a model for the future of CSW’s curriculum. “I’d like to see more of our work being done this way. Student-driven. Interest-driven.” Meanwhile, team members and parents appreciate the rewarding experience. “It’s a great thing that the school does it,” says Skott. Travis believes the team is on an exciting trajectory. “It was a great experience for me. I’m optimistic about the program.” “And hey,” adds Travis, “my sister Kaylee is starting at CSW this fall.”

about the author Jonathan Klein ’80, P ’16, P ’18 was a 2014–15 CSW robotics team mentor after three years coaching son Harry’s FLL team. For the past 17 years Klein has been an award-winning product designer, usability engineer and robotics executive at iRobot and other high-tech companies in the Boston area. He has published countless works and garnered awards as a designer and journalist. He holds a BS summa cum laude from the University of Michigan at Ann Arbor, and an SM from MIT.

Then & Now 52 â&#x20AC;¢

The Gryphon Spring 2015

then & now

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leaving a legacy:

a view from the inside

“CSW meets kids where they are and helps them flourish and

develop their strengths. CSW is leading the way and it is very impressive. It’s like a mini-think tank. There are simply so many reasons to support it.

Cary Hewitt

P ’99, ’03 and former CSW Trustee

As a parent, I saw the great things CSW did for my children, and I believe in the approach to education. To see it in action is really exciting.

We all know you can do so much more if you’re supported.”

Join Cary and many others. Learn more about how to leave your legacy at CSW. The Patience Lauriat Society is an honorary association of individuals who have made planned gifts or provisions in their bequests to The Cambridge School of Weston. The society is named after Patience Lauriat ’46, who left a portion of her estate to CSW. Her gift to the school was her way of acknowledging what the school had taught her and had helped her accomplish, and she was the first to honor the school in this way. To learn more about becoming a member and to find out how planned giving can benefit you and The Cambridge School of Weston, please contact: Rebecca Schultzberg Director of Development rschultzberg@csw.org | 781.642.8611 www.csw.org/giving

my five

ben blaustein ’17

maya barnes ’17

po-wei weng

renelle cavicchi

Mandarin Teacher

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School Store

Do you have a favorite CSW moment or a fond CSW memory?

When Alison Safford asked us to write down our problems on plates and then smash them against the art building. I felt like I was in a scene out of movie and I couldn’t believe that school actually let students do this.

Cooking parties in Warren. All the girls in the dorm come down and we cook pancakes and it is really nice. We get to check in and bond with other girls in the dorm.

Social Justice Day! Lots of great workshops and presentations. Lots of fun, and lots to learn.

My fondest memory is from one of my first days here. It was August and I was in the Business Office with Val O’Leary and in walked Karl Fisher. They made me laugh for the longest time, and I thought yes, I want to work here. I miss them both dearly.

Which historical figure do you most identify with?

Wynton Marsalis

Maya Angelou. It helps me to write down everything that is happening in my life. Writing helps me see things clearly. I also strive to be like her because she was very outspoken and assertive.

None. I like to be myself!

I really can’t think of an historical figure, but I am like Dr. Doolittle. I live in a wooded area where there is a lot of wildlife. I tend to have a lot of furry and feathered friends who frequent my yard. It’s amazing what you can do with unsalted, shelled peanuts!

What is your most treasured possession?

I don’t have one but I value my family tremendously. I am so thankful for them because I know they will always support me and be there for me when I need them.

The happiness and the desire for learning of my students, and, of course, my little Zoe.

My most treasured possession is my family: husband, children, grandchildren and cats.

A red bandana from camp. It’s a tradition to be given this bandana in your final weeks as a camper like I was this year. My most treasured memories come from camp, and the bandana is a good symbol for the completion of my camp journey.

What do you value in your friends?

Honesty and a sense of humor in my friends. I really appreciate friends who are up front. I love laughing and I love being around anyone who can put a smile on my face.

Extension of my world and network of passing love. The ones you can learn from and the ones you will give to.

As an only child my friends have always been very special to me. I still have friends from my childhood days. The longevity of friendship tells the story.

I value the fact that whenever I have a problem or I am in trouble, my friends are always there for me supporting me and having my back.

Which words or phrases do you most overuse?

True, wow oh wow, literally, legitimately

I think “literally” and “honestly.” I usually start my sentences with them.

How to define hard and easy? The things you don’t know are hard and the things you know are easy.

From working in the store, I find I may overuse the phrases, “thank you, honey,” “all set” and “you’re good.”

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The Gryphon Spring 2015

Class Notes 1940s

Korea with one of the NYU MASHs. He moved home only to be killed in an auto accident shortly thereafter.”

Ham Hamilton ’41 writes in to say: “I have nothing much to report save notes of my personal corporeal decay. I remain in Margaret Domini ’44 writes: “I tenuous touch with Bob Pierce am still very fortunate in my ’42 and Arnold Simmel ’43. All life—though my husband is dead, things considered, those two and I have three great kids and four I are doing well. My sister-ingrandchildren. I am healthy, love law, Jennifer Arnold-Forster my town, and still travel. Still see Hamilton ’43, is having a my “extended” family (at least somewhat rougher go of it but is 100 people) every year. I have hanging tough in Washington. been very blessed in my life.” Enclosed is a picture of a painting of me by Mike Ladd ’44 done Susan S. Poverman ’47 writes: around 1943 when we were each “I’ve moved into a retirement 20 or 21-years-old. Mike and I dwelling at Carleton-Willard rowed together at Bard College Village in Bedford and I am after transferring from Cornell happily ensconced in assisted and Chicago, for a year or so in living. My family now numbers 11 the Army, and we rowed in grandchildren and one greatmedical school. Mike was at NYU grandchild—we are re-populating and I was at NY Medical College; we both graduated as MDs in 1947. the earth!” I started as a surgeon but Christopher Hodgman ’48 writes: contracted tuberculosis, dropped out of the military, and became a “Still working part-time in a rural county’s child psychiatry clinic, radiologist. Mike was a surgeon in

and interviewing medical school applicants to the University of Rochester School of Medicine.” Thomas Hall ’49 writes: “It is now about 65 years since I graduated and 20 years since I retired, but I am still close to full-time volunteering on various healthrelated activities. My main activity is helping the Consortium of Universities for Global Health develop its educational products and programs for application in both low- and high-wealth regions. I also teach at the UCSF medical school. Through it all I’ve managed to find recreation time as our adventure website, www.bikenfly.org attests, which is nicely maintained by my wife, Liz McLoughlin. If coming to San Francisco do let us know at thall143@comcast.net. The welcome mat is out.” Edie Cook Smith ’49 writes: “Grandson Ben returned after

backpacking around the world for 14 months. He worked and volunteered on the way. I continue to be a long-time Democratic Party volunteer.”

1950s

Peggy Sovek ’52 writes: “I’m enjoying my new (2014) life as a year-round Cape Codder. From May to October, where I continue my job as manager/treasurer of Sladeville Cottages in Truro; and from October to May, at my little winter house in Yarmouth Port. Got together with Katie and Bob Metcalf ’53 during the summer for fun meals out!” Steve Fine ’55 is enjoying retirement in Cotacachi, Ecuador in the northern Andes.

Beatrice Scribner ’57 writes: “I recently moved to Cape Cod, so life is all about nature and culture—exploring opera!”

Melanie Friesen Fulton ’67

Ham Hamilton ’41

Rob Moir ’72

class notes

Jane Burkhardt ’58 writes “Recently retired from visiting nurses and hospice as a Clinical/ Medical Social Worker after more than 18 years; still see my friends in Portland.”

1960s

Thomas Kennedy ’61 writes: “I remember how much Mr. D enjoyed reading stories and poems aloud in English class; E.M. Forster’s ‘The Other Side of the Hedge’ and Andrew Marvell’s ‘To His Coy Mistress.’” In the recent elections, George Saunderson ’62 was elected to the New Hampshire House of Representatives as a Democrat from Merrimack County District 9, which includes Louden and Canterbury. Sarah Rosen-Webb ’62 writes: “Finally achieved EdD (2009) and still lecturing part-time at Middlesex University (inclusive education/meeting special needs in the classroom). Married to Neil Rosen-Webb ’73, with three children and four fantastic grandchildren.” Becky Sakellariou ’62 has published two new poetry books: What Shall I Cry? from Finishing Line Press and The Possibility of Red from Hobblebush Books. The latter is a bilingual book of 11 of Becky’s previously published poems and their translations into Greek. Becky’s first two books of poetry are The Importance of Bone and Earth Listening. More about her work can be found on her website: beckysakellariou.com. She is available for readings; contact her at sakellarioubecky@ gmail.com. Alexander Houghton ’65 writes: “I think fondly of The Cambridge

School and my friends there. I’m co-directing The Waldorf Institute of Southern California, which trains Waldorf teachers. I’ve been married for 20 of the 25 years in my current relationship and have a 20-year-old daughter. I’ve produced an album of original songs and have another on the way. Am a long-distance runner with a short-term goal of a 100-mile race.” Martha Castillo ’66 recently received honors at the Triton Museum of Art in Santa Clara, CA. The museum is dedicated to California artists and holds a statewide competition every winter. Out of 1,200 entries submitted in 2014, the Museum accepted only 10%. Of those 120 works, two were by Castillo: Meadow, a clay-print monotype, which received an Honorable Mention and From the Ground Up. To see Martha’s work, go to marthacastillo.net. Jeffrey French ’66 writes: “Still working as a veterinarian in Gloucester, MA. My son, Douglas, has recently joined the practice.”

• 57

We Want to Hear from You!

This issue includes notes submitted from November 2014 to April 2015. Everyone is invited to submit news to the alumni office. Please send your news (including photos) via email to: alum@csw.org.

works for Hamra Enterprises as a coach and liaison between employees and managers; and Erica begins her new job in June as Assistant Director of Study Abroad in the Office of International Programs at Princeton University. Our 50th class reunion is next year so please share any ideas you have for how to make this milestone celebration our best yet. Contact me at heatherhreed@gmail.com.” Rich Shapiro ’66 writes: “I closed my law office last October and retired; had a few lingering cases to finish up, but finally performed my last act a few months ago and am enjoying retirement. Kathy has been retired from teaching for seven years, so I have finally joined her in that mode. We’re planning on doing some road traveling, now that I no longer have to limit my time away and rush back for court or appointments. I’m also planning to be at our 50th reunion next year.”

Heather Reed ’66 shares: “As of May 1, I will be retired. I launched my work career at Perry’s Vegetable Stand and over the next 53 years I’ve babysat, mucked stalls, cleaned houses and offices, worked as a secretary, receptionist, freelance writer/ photographer, journalist, waitress, gardener, elder advocate, medical writer, bookseller, and kitchenware salesperson. I’m ready and excited to write the We learned that Fenwick Smith next chapters of my life. Bill ’67 has moved and would enjoy continues to love his work as a reading a letter or card from Vistage International Chair. Our any of his classmates. Mail can three children are happy and be sent to: Fenwick Smith, busy in their lives. Jarrod and his c/o Springhouse Senior Living, girlfriend, Kendle, operate an 44 Allandale Street, Jamaica equestrian farm in PA; Christie Plain, MA 02130.

Melanie Friesen Fulton ’67 writes: “I live in Vancouver, after 23 years in Paris, London and New York, programing at The Vancouver International Film Festival, North America’s second largest film festival after Toronto. I also represent western Canada on a Bell Media board, The Harold Greenberg Fund, which provides several million dollars per year to Canadian screenwriters. From time to time I teach at several of the universities in the region at their film departments. While I miss life in the big city, Vancouver is a stunning place and I spend at least a month per year in London.”

1970s

Rob Moir ’72 shares: “I presented a paper on Ecosystem-based Management of U.S. Fisheries in Glasgow, Scotland. I spoke in the Armadillo Building by the Clyde and not in Moir Hall at the Library. They asked me to host a panel and I now think I’ll put another Glaswegian on the program. The family home above the shop had been bombed. It’s marked today by a pile of rubble in the middle of a parking lot; the site has the local ecosystem painted large on the wall, including ear-whispering worm. Bailey Moir was a radical suffragette. In 1887 Moir directed

58 •

The Gryphon Spring 2015

installation of the first public urinals and gave public access by boldly walking on the grass previously reserved for only the wealthiest. The grass is still green in Glasgow. For first Earth Day at CSW I pulled trash out of the woods. So much for walking to one’s own drummer. Family counts more.” Lawrence Rogovin ’73 writes “Now serving on the Appalachian Mountain Club’s Board of Advisors and continue to chair the Alumni Association AMC Hut System Employees. Playing as much music as possible with Acousticana, Creek River String Band, and anyone else careless enough to welcome an accordion!” Bill Waldron ’72 is chair of the Religion Department at Middlebury College and specializes in Southeast Asia Buddhist Studies. Mary Waldron ’76 still loves designing and constructing costumes for Ballet Chelsea in Michigan. Thomas Hepner ’75 writes: “I will be returning for reunion. I have also just released my first book, a cookbook called Fresh from the Source. It’s loaded with seafood recipes that I created over the years as well as recipes submitted by colleagues and friends. For the latest updates check out my new website at freshfromthesource.net.” Sarah Underwood ’77 writes: “Hello to all CSWers—enjoying my 11-year-old granddaughter and two-year-old grandson. Seeing a lot of music shows. Practicing my design business and taking photographs of general locales.” Priscilla Alpaugh ’78 was awarded the top prize in the Portfolio Showcase at the 2015

Robin Plimpton-Magee ’00

Janos and Nicole Cranmer Stone ’93

Will Porter ’04

New England Society of Children’s Book Writers and Illustrators Spring Conference in Springfield, MA. She works as an Illustrator for the children’s market at her studio at ArtSpace Maynard; her husband David and she have two children, Tim, 22, and Addie, 18. Priscilla’s new picture book, “Hold This!” written by Carolyn Scoppetone and published by Islandport Press will be released in September of this year. Priscilla and Addie will be traveling to the Greek islands right after graduation and Addie will attend either the Honors program at UVM or the University of Edinburgh in the fall. Check out her work at priscillaalpaugh.com.

1980s

Clea Zolotow ’82 writes: “My husband (David Coulter) and I have been living in Ireland for the past two and a half years and are really enjoying Dublin.” Clea has

Bea Kelsey-Watts ’08

been appointed as an IBM Distinguished Engineer. She’s currently working in the Transition and Data Center Optimization area and working worldwide on data center transitions and migrations, mainframe technology, and z/Linux. She has been elected to IBM’s Academy of Technology Leadership Team and is on the board of the Computer Measurement Group. Gordon Reynolds ’84 started a new job this year teaching computers at Pittsfield High School in Pittsfield, MA. The sculptural and wall-hung artwork of Niho Kozuru ’86 was shown recently at the Hess Gallery in Chestnut Hill, MA. Samples of Niho’s recent “Positive Vibration” panels, along with three of her earlier cast-rubber “Liquid Sunshine” series, were featured in an enthusiastic Artscope magazine review. Also,

Niho recently shared that her panels will be the main attraction on each floor of a 33-story building in Shanghai. Suzanne Rivera ’87 was promoted to Vice President for Research at Case Western Reserve University in November. She lives in Cleveland, OH with her husband. They have a son in college and a daughter in high school.

1990s

Chris Arnold ’91 is concluding a two-year post as the priest at St. Andrew’s Episcopal Church in Emporia, Kansas. He is in the process of searching for his next church, and could wind up anywhere. He and his wife Celeste have lived in Washington, California, Kentucky and Kansas in their 10 years of marriage. He writes a blog at fatherchristopher.org.

class notes

Margaret White ’92 writes: “What a great year! We shipped my parents’ boat from New Hampshire to Washington last fall, and we have enjoyed a year of cruising, crabbing and fishing in beautiful Puget Sound.” Abigail Fenton ’92 writes: “All is good in Minneapolis, continuing to support youth climate activism through the Will Steger Foundation and raising two girls. I think of my far-flying CSW friends often!” Jeff Farbman ’93 and his wife Mary moved back to Newton, MA and welcomed their second child this past summer. Shimboon Yoon ’93 writes “Jim and I are enjoying working and raising our children, 11-year-old twins, in Columbus, Ohio. Jim is a Sports Medicine physician and I have a private acupuncture practice. We also have backyard chickens that give us delicious eggs daily!” Janos and Nicole Cranmer Stone ’93 shared: “Janos and I welcomed baby Iszka Elizabeth Stone into

our lives last August. From Cambridge, we continue to make art and teach.” Liz Scioscia Gomez ’99 writes: “My husband Geoff ’99 and I met at CSW. We have two awesome girls: Evelyn, 5, and Abigail, 3. We now live in Connecticut with our dog Charlie.”

2000s

Robin Plimpton-Magee ’00 was married on June 6, 2014 to Erin Obillo. In attendance were Ben Fenton ’00, Dave Fera ’00, Max Frevert ’00, Omar Nunez ’00, Atma Khalsa ’00, Rich Hoyt ’98, Arlo Furst ’04, and teacher Marvin Gutierrez. Congratulations Robin! Toi Carrion ’04 passed the New York Bar Exam. Will Porter ’04 writes: “Just wanted to let you know that I got my contract from North Shore Music Theatre and I would certainly love to see some familiar CSW faces in the audience. I wish Robin could be there, but oh well. She’ll give me plenty of notes in

another life, I’m sure! Shrek runs at North Shore from July 7–19, and I will be playing Pinocchio. I can’t wait to be in the area this summer! Hope to see you!! Let me know if you make it to the show!!!” Vera Kelsey-Watts ’04 shared “My financial planning practice has expanded to a new office location in Jamaica Plain—really excited to be on Green Street serving the community where I’ve lived for the past five years.” Ginger Kenny, parent of Margot ’05, writes: “Alumni might be interested in hearing about the exciting work Margot is doing in sustainability and resilience engineering.” Zachary Miller ’06 lives in Brooklyn with his wife Anna, and his dog, Cedy. He is in his first year as a medical student at SUNY Downstate Medical Center. Bea Kelsey-Watts ’08 graduated from University of Arizona last spring and is now in a Masters of Public Health program with University of Alabama. She lives in Tucson, AZ and is a medical

In Memoriam Ruth Bailey Coulson ’39 Josephine Fisk Singer ’45 Gordon Groves ’48 Sonya Norton ’50 Margaret Carter Spier ’54

John “Burr” Chase ’87 Steven Shanfield ’03 Amy Reed Rising P ’76, ’77, ’79 Former CSW Assistant Head of School and Director of Admissions

• 59

scribe at an ER in Tucson. (Photo from graduation.) Mark Peck ’09 graduated from Clark University, magna cum laude, in May 2014. In July, he moved to Helsinki, Finland to pursue graduate studies, government service and artistic interests. Anya Peck ’11 is enjoying her senior year at Colby College, majoring in neurobiology and gender studies.

2010s

Ivy Blake ’13 wrote: “I gave college the good ol’ college try, and spent a year at Macalester College in St. Paul, MN. I then decided that I’d rather pursue a career in the circus arts, and I am currently attending the Professional Preparatory Program at The School of Acrobatics and New Circus Arts (SANCA) in Seattle. What strikes me is how my participation in the dance department at CSW supports the work I’m doing at circus school. In both my Modern Technique and Choreography classes, I hear echoes of Martha A. Gray, Carey Mckinley, and Nailah Randall-Bellinger.” Caroline Friedland ’13 writes: “I am a sophomore at Smith College intending to declare a double major in psychology and education by the end of this semester. I am looking into studying abroad this summer at The Hebrew University of Jerusalem, where I want to take an intensive class on trauma and resilience that also includes an opportunity for clinical work. I am hoping to study in Copenhagen at the Danish Institute for Study Abroad in spring 2016. I’m loving college and look forward to visiting CSW at some point this year!”

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The Gryphon Spring 2015

College and University Matriculation for the Class of 2015 Adelphi University (1)

New York University (3)

Agnes Scott College (1)

Northeastern University (3)

American University (3)

Northfield Mt. Hermon – PG Year (1)

Bard College (2)

Oberlin College (3)

Barnard College (1)

Ohio State University (1)

Bennington College (5)

Parsons – New School for Design (1)

Berklee College of Music (3)

Penn State University – U. Park (1)

Brandeis University (3)

Pratt Institute (1)

Brooks Institute of Photography (1)

Purdue University (1)

Brown University (1)

Reed College (1)

Champlain College (1)

Rensselaer Polytechnic Institute (1)

City Year / San Antonio (1)

Rhode Island School of Design (3)

Colby College (1)

Sarah Lawrence College (2)

Colorado College (1)

School of the Art Institute – Chicago (1)

Connecticut College (1)

School of the Museum of Fine Arts (1)

Cooper Union (1)

School of Visual Arts (1)

Denison University (1)

Smith College (2)

DePaul University (2)

Swarthmore College (1)

Emmanuel College (1)

Syracuse University (1)

Eugene Lang College (2)

Temple University (1)

George Washington University (1)

Trinity College – C T (1)

Goucher College (1)

U. of Maryland – College Park (1)

Guilford College (1)

U. of Massachusetts – Amherst (3)

Hampshire College (1)

U. of Massachusetts – Dartmouth (1)

Haverford College (2)

U. of Richmond (1)

Indiana University – Bloomington (1)

U. of Vermont (3)

Ithaca College (1)

Vassar College (2)

Loyola Marymount University (1)

Virginia Commonwealth University (1)

Macalester College (1)

Warren Wilson College (1)

Mass College of Art & Design (1) Massachusetts Institute of Technology (1) Mount Holyoke College (2)

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62 •

The Gryphon Spring 2015

Alumni Reflections

Adam & Jane Stein Share Their Story By Adam Stein ’55 & Jane (Stoneman) Stein ’56

Adam graduated from the Cambridge School and 59 for Jane. We begin this piece with a shout-out to luck. Adam was sent to CS because he was not really doing very well at his large public high school in DC; Jane was maybe accidentally sent by her fairly conservative parents. It obviously changed our lives more than most students as we’ve been together practically ever since. We were lucky that our parents could financially send us to an extraordinary private school, to colleges and help us when we needed help. We were lucky that as children of the middle class we could stumble but still end up at good colleges and find satisfying work. We were and are lucky in that we have three amazing children and eight wondrous grandchildren. We’ll describe our paths and hopefully address why we’ve been asked to write about ourselves in an issue on social justice, but critical to all that follows are the amazing opportunities we were fortunate to have. Adam left for Haverford in 1955; Jane followed to Bryn Mawr in 1956. Adam dropped out of Haverford in 1956. Jane it h a s been 6 0 y e a r s since

transferred to the University of Chicago in 1957. After another try at Haverford, Adam joined the Army in 1958. Those were the war-free days when that was an option. We got married and spent three years in Frankfort. Jane acted in community theater and worked in a British bookstore. We came back to NY where Adam started his third sophomore year, this time at NYU, and Jane was pregnant and studying acting. Almost immediately, Adam was called back to Fort Devens for a year (Berlin crisis), Eric was born, and Jane read every mystery in the local library. Although we all feared that Adam couldn’t face another sophomore year, he did. Went straight through and then to law school at GW (George Washington University). His

model was Joe Rauh, a family friend from DC, a well-known civil rights lawyer who was Arthur Miller’s lawyer during McCarthy times. This was the early ’60s and it couldn’t have been a better time for someone wanting to be a civil rights lawyer. His first law school summer he went to Charlotte, NC, to work for Julius Chambers, an extraordinary young black lawyer just setting up practice. Adam was assigned to work for Chambers by a law student civil rights group after simply applying for a summer civil rights internship, another stroke of great luck. He had never heard of Chambers who by then was famous in NC. Chambers had graduated first in his class in college and then at UNC law school where he was the first editor-in-chief of a southern law review. (Although he was first in his class, he was asked not to attend the annual law review banquet because it was held at the local country club that did not cater to African Americans.) The NAACP Legal Defense Fund (LDF) helped set him up in practice so he could take on civil rights cases in NC. Chambers quickly earned a reputation as one of the very best civil rights lawyers in the country and went on to head LDF (a position once held by Thurgood Marshall.) Jane stayed the summer in the Alexandria suburbs with

two children, sporadically taking classes at see how incredibly fortunate we were to know and love him. Howard, as she had done at NYU. We all It was not, however, all fun and games. went to NYC the following summer where The law firm’s office was fire-bombed when Adam interned at LDF and then we moved they were litigating the Charlotte school to Charlotte with our wee third child after case. When Adam was out of town, Jane Adam finished law school to work with sometimes received threatening phone Chambers. (This was enabled in large part calls. It was a bit disconcerting when thanks to the GI Bill, LDF and parents!) neighbors met to decide whether to picket The resulting law firm, Chambers, Stein, Ferguson, and Lanning, was the first our house to protest school desegregation. Adam left his firm for five years to integrated law firm in NC. We were called establish the state Appellate Public carpetbaggers. The next years were Defenders office and has served on a zillion amazing: case after case that changed our boards. He feels lucky to have had the state and the country—schools and public opportunity to work on cases that resulted facilities were integrated; businesses were in important Supreme Court cases. In 1990, forced to have fair employment practices; for example, he worked on a voting rights voting rights were fought for and won; fair case seeking to defend the Congressional housing laws were established; and civil District represented by his former law rights workers and leaders were defended. partner, Mel Watt, the first African Adam argued and won three cases before American elected to congress from NC in the Supreme Court. The firm participated 100 years. The case went to the Supreme in many more including leading Supreme Court four times. Adam argued the case Court cases on school integration, the last time and Mel’s district was employment discrimination and voting affirmed. Although mostly retired, he is rights. There is not enough space here to now working on a case that is pending in describe the amazing lawyers in the firm the United States Supreme Court but there is a book about the firm that will challenging the 2011 redistricting that be out this Spring that describes these years. Google Julius Chambers and you will created segregated districts and also

working on a case that will be tried this summer challenging a law that suppresses the votes of African Americans. Jane did finally finish college at UNC-Charlotte, majoring in math. After teaching at the local community college, she was told to go get a Masters Degree, so the family moved temporarily to Chapel Hill. Adam opened a branch office of his firm. The all-male math department was not fun so Jane switched to Operations Research. Another lucky event since computers were quite new then and they turned out to be her field. She spent 20+ years working first in education and then in health research, taking time out to work in Nicaragua in the ’80s as a “sandalista.” That led to her return to school to get a doctorate in Public Health, focusing on the empowerment of women in developing countries. After retiring from UNC, she spent 10+ years co-owning and comanaging a language school (CHICLE Language Institute) that she and others started when Latinos began to come to NC and people wanted to learn Spanish so they could help the immigrant population. CHICLE now offers instruction in about a dozen languages.

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