The True Life by Westminster School

The True Life

Westminster School 1 9 8 9

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2 0 1 3

CHARLES E. GRIFFITH III

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The faculty in 2012-2013.

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THE TRUE LIFE Westminster School 1989-2013 Charles E. Griffith III

WESTMINSTER SCHOOL SIMSBURY, CONNECTICUT

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Contents

Introduction

Acknowledgments

1. The School on Williams Hill

2. The Headmasters

3. “A Clean, Well-Lighted Place”: A New Campus Emerges

4. “Wood That Needs Igniting”

5. “There You Can Be First”

Appendices Boards of Trustees Faculty 1989-2013 Staff 2013 Alumni by Class 1989-2013 Alumni in Memoriam by Class 1989-2013 Keyes Bowl Winners 1989-2013 Outstanding Scholars 1989-2013 Head Prefects 1989-2013 John Hay Presidents 1989-2013 Dramat Productions 1989-2013 Bruyette Award Winners 1989-2013 New England and League Championships 1989-2013 Houghton Award Winners 1989-2013 Hopley-Jackson Award Winners 1989-2013

About the Author

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Introduction

hose who remember the celebrations that accompanied Westminster School’s Centennial celebration and who experienced the subsequent quarter century in the school’s history will eagerly anticipate the exciting story that unfolds in Charlie Griffith's history of the last twenty-five years of Westminster School.

While recent visitors to campus are in awe of our transformed campus setting, they are also gratified by our ongoing affirmation of the values that distinguish this school community. As Charlie explains in the narrative that follows, although the core values of community, character, balance, and involvement were formally identified in the interval of these twenty-five years, they, like our motto of Grit & Grace, rest on a foundation firmly established in the history of our school’s ethos. During these twenty-five years, another generation of committed faculty retired, but as has been a hallmark of Westminster School, in 2013 one can find that generation’s successors among the twenty faculty with twenty or more years of service to this school. Charlie Griffith is ideally suited to write this history. A respected member of our History Department, which includes his extended service as Department Chair, Charlie’s passion is history. He also has served as a corridor supervisor, coach, Dean of Students, and advisor, to highlight a selection of his various roles over the past two decades. In fact, now in their twentieth year at Westminster, Charlie and Jeannie have lived most of the history offered in the pages that follow, as have their children—Katheryn ’11, Tommy ’14, and Jack ’17. Even more, as the son of Chuck Griffith ’56 and the nephew of Alan ’60 and David ’72, Charlie grew up in a family with an extraordinary amount of Black & Gold in its history. With appreciation for all the people—students, faculty, alumni, trustees, and friends—whose ongoing loyalty and support provide the foundation upon which this school continues to flourish, I invite you to enjoy The True Life, Westminster School, 1989-2013, by Charles E. Griffith III.

William V.N. Philip P’06, ’09 Headmaster

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Acknowledgements I am deeply indebted to the many people who have helped me with this project. In particular, Larry Gilman, the school’s archivist and a member of the Westminster family since 1956, was indispensible. English faculty Bryan Tawney lent his expert proofreading skills to the text, leaving it in considerably better shape than it had been. I thank Ken Mason and Darlene Skeels for their insight and assistance, and Alan Brooks for his considerable institutional memory and encyclopedic knowledge of the school. A special thanks to Tom Earl, Ellen Hannah, Dave Werner, and Elizabeth Wilde for helping me track down information and resolving the inevitable inconsistencies that often cropped up. I am grateful to Bill Philip for the opportunity to take on this project, and for his assistance in its completion. I thank him, too, for his deep appreciation for this historical moment in the school’s life and for Westminster’s unique community and mission. To the many past and present faculty members, alumni, and friends of the school, too numerous to list in this space, whom I spoke with as I researched the last twenty-five years—a remarkable and transformational period in Westminster’s long and storied history—I thank you for your time in helping me with this narrative, but also, in the larger sense, for your commitment, energy, and service to this great school. You all live the true life. Virtute et numine, CEG

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1 The School on Williams Hill Westminster’s current mission statement and its core values of community, character, balance, and involvement were clearly articulated as part of the 1994 Strategic Planning process, in the one hundred and sixth year of the school’s existence. In what many regard as a critical moment in the school’s last twentyfive years, these values were committed to paper and placed at the very center of planning and decision-making for the school. These values were not new, nor were they born in 1994; all knew they were merely giving written expression to the guiding spirit of Westminster School that has existed since William Lee Cushing first founded this great school scarcely two decades after the American Civil War. The founding era of Westminster School was, like the last twenty-five years, a time of great change. Having survived the near-rending of the Union, the United States was then in the throes of industrialization, urbanization, and the first massive waves of immigration from beyond Anglo-Saxon Europe; within ten years the country would take the first tentative steps to becoming a global empire. Inspired by the work of the legendary Reverend Edward Thring at his Uppingham School in England, Cushing believed that his students, the presumptive leaders of the United States in a very short time, should receive a strong liberal education but also be guided to a life of meaning and purpose. This was what Thring called the “true life,” a life that spoke directly to Cushing and, he believed, was reflected in his family’s motto virtute et numine—“by grit and grace.” In that 1994 Strategic Plan, Westminster School proclaimed its unique identity by enunciating and laying public claim to a legacy that had defined the school since its founding. The modern mission statement speaks to the education of young people at a formative moment in their lives, and would be readily recognized by Cushing and the long black and gold line of faculty and students stretching back to 1888:1 The Westminster community inspires young men and women of promise to cultivate a passion for learning, explore and develop diverse

1. This is a bit of historic license: black and gold only became the school’s colors in the 1940s, under Arthur “Prof ” Milliken. Before then, the colors had generally been white and gold. This was somewhat later than the school’s adoption of its current crest in 1938, incorporating the martlet and explicitly tying the school to Westminster School in England (St. Peter’s College), the Anglican See of Westminster, and the Duke of Westminster, retaining the motto virtute et numine, originally from the Cushing family crest.

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talents in a balanced program, to reach well beyond the ordinary, to live with intelligence and character, and to commit to a life of service beyond self.

In realizing that mission in the day-to-day life of the school, the Strategic Plan committed all members of the community to live by concisely stated core values:

• Community: Westminster is a small, caring, cohesive, residential community firmly committed to the “common good.” • Character: In addition to prizing intellect, Westminster insists upon and fosters integrity, high ethical standards, leadership, mutual respect, tolerance, and teamwork. • Balance: Westminster maintains, through high expectations and a structured environment, a balance among challenging academic, athletic, artistic, and extracurricular programs. • Involvement: Westminster believes that students learn best through active participation in all aspects of school life. But as all who live and work at Westminster know, a life lived in accordance with this mission and these values is summed up by the school’s long-held motto, adopted from the Cushing family. Joining and contributing to a meaningful community, living with honor and dignity for yourself and for those around you, investing yourself fully in the opportunities available to you, and involving yourself deeply and meaningfully in a life well lived—and doing so with the grit to persevere in the face of often seemingly insurmountable challenges, and with the grace to do so humbly and selflessly—this is the true life. As current Chair of the English Department Michael Cervas so often aptly puts it, “Grit is on the inside, grace is on the outside.” Grit is the hard work done in the classrooms, on the athletic fields, and in reaching beyond self. Grace is the way that grit manifests itself to the world around us—in the respect shown for others, in the recognition and acceptance of exceptional privilege and opportunity, and in the willingness to reflect, question, seek, and grow. Grit and grace in a supportive community are Westminster, and it is this ethos, this spirit of a place, that has endured through the long history of this school on Williams Hill, though that school has grown and evolved considerably over the last one hundred and twenty-five years. It is not the purpose of this narrative to take a reader through the rich history of the school beginning with Cushing’s first efforts in Dobbs Ferry, New York in 1888 or from the move to Simsbury at the turn of the last century. Reverdy Whitlock’s 1988 centennial history of the school, By Grit and Grace: The First One Hundred Years of Westminster School, accomplishes this task very well. Rather, this will be a history of the school over the last twenty-five years, from 1989 to 2013, a time of great change and growth for Westminster in all ways. It

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The Fearn Hall entrance to Cushing Hall, 2013

has been during this era—a time, like the Cushing years, of world-changing events at home and abroad, a time of economic prosperity and collapse, a time of astonishing technological change, a time of opportunity and upheaval—that Westminster has transformed itself from a small, respected, but perhaps timeworn school into a twenty-first century leader in the front rank of New England schools. But that transformation, of resources, facilities, and program, has not altered the school’s essential character as a nurturing and caring community that puts people and relationships first and honors the tradition of William Lee Cushing’s faith in the true life. A visitor to Williams Hill today will find an almost entirely new campus since the school’s centennial celebration in 1988. This change is evident from the moment a visitor turns off Hopmeadow Street, passes through the Class of 1955 pillars, and heads uphill: the drive to the school bears left, instead of right to the old switchback driveway that emerged on the quad from behind Andrews House. At the top of the drive, it is plainly evident that there is scarcely a building or a green space on campus that hasn’t felt the carpenter’s hammer or the excavator’s shovel. The old, familiar, tightly knit campus centered on the quad and arranged on bisecting axes—one from Squibb House to the Chapel and the other from Milliken House out to the athletic fields—has been enlarged and re-imagined to be something more like three campuses (academic, residential, and athletic) as the school has grown to encompass more and more of this

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sandy hill on the banks of the Farmington River. No fewer than seven new buildings of great significance have been built on campus, while many others have been renovated, rebuilt, and expanded. Other structures long standing are gone. New facilities of all kinds dot the campus. Many more athletic fields are available year round, faculty homes have been added, and community spaces gather students and faculty formally and informally. Clearly, a visitor will note, the prosperity the school has enjoyed over the last quarter century, led by the 1996 Edge Gift, has been wisely translated by the school’s capable leadership into a physical space that places Westminster among the most attractive and impressive of independent schools anywhere. 12

Without question, the Edge Gift was the transformative moment in the history of Westminster School over the last twenty-five years, and perhaps in its history. As the school celebrates its 125th anniversary, many people associated with the school are only dimly aware that the school came very near to closing its doors three times: in the 1920s, the 1930s, and in the late 1960s. Although the school was certainly on strong financial footing in the 1980s and 1990s, the Edge Gift catapulted the school forward in terms of its resources and choices. Walter E. Edge Jr. ’35 spent only a post-graduate year at Westminster, and did not receive his diploma Student Walter Edge in 1935 (he failed French). He remained a friend of the school and a generous benefactor and supported the attendance at Westminster of the son of a tenant farmer on his watermelon farm in Florida. Edge’s father had been a partner of John D. Rockefeller in Standard Oil and had later served as governor of New Jersey, a U.S. Senator, and Ambassador to France. But Edge, without children of his own, had lived a comparatively quiet life in Florida. Close friendships with classmate Paul Winship ’35 and Alan Brooks ’55 and a genuine fondness for his short time at Westminster kept Edge involved with the school. Late in his life, he let Westminster know that the school figured prominently in his will, but the true extent of that generosity was something of a mystery to then-Headmaster Cole, Brooks, and the Board of Trustees. Edge died in 1996, and left his entire estate—$33 million—to Westminster School, the largest benefaction in the school’s history and, at the time, the second largest gift ever to an independent secondary school. It is not an exaggeration to say that notwithstanding all the great success the school has enjoyed over the last twenty-five years, it is hard to imagine the Westminster School of 2013 without the great generosity of Walter Edge.

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Today, the bellwether financial numbers that are the measures of schools in the modern era are impressive, and on this basis alone a visitor who researches the school’s profile online will find that Westminster is one of the leading small schools in the country. In all such areas the school has witnessed considerable growth over the last twenty-five years. Now numbering 390, students at Westminster are challenged both inside and outside the classroom. Applications for the class of 2016 numbered 1,175, well over twice the number received in 1989. The college list has never been stronger, with most students regularly matriculating at the most competitive schools in the country. The school’s commitment to diversity of all kinds has grown substantially, as reflected in a financial aid budget that exceeded $4 million for the first time in 2012–13 and supported 32% of the student body. This was a record number, and a dramatic and very real improvement over the roughly half-million-dollar budget of the late 1980s and 15% of students receiving aid. Of course, supporting all of this is an endowment that has risen to $85 million in 2013 from less than $10 million in 1989, a dramatic measure of support for the school and its mission from alumni and friends of Westminster. But though the campus, the student body, and the landscape have evolved, a visitor will find much that is comfortably recognizable. The students are greater in number, more diverse in their origins and in their pursuits, but they still hurry to and fro across the campus in the familiar patterns of youthful industry. The faculty and administration, too, are greater in number and more widely representative of the world beyond the Hill, but the master teachers of a century ago would find ready colleagues and collaborators here today. Though the program has expanded to include a wider range of courses of all kinds, the academic rigor of a liberal education, steeped in familiar subjects such as English and math, science and history, foreign languages and the arts, remains the central experience of a Westminster student. Afternoons, then as now, are for competitive athletics but also for a significantly broader co-curricular program that includes community service, the performing and visual arts, and the productive pursuit of independent studies and individual passions. Our visitor will note the clear continuities with the timeless, daily traditions of the past as the community gathers in Andrews Memorial Chapel, for meals in Cushing Hall, which remains the centerpiece of the school, and in the evenings in the shared life of the dormitories. Westminster School was founded by Cushing and his colleagues purposefully on the principles laid out by Reverend Thring, who called on his faculty and students to pursue what he called the true life: a life built on structure, discipline, and academic rigor, to be sure, but one tempered by immersion in the natural world and physical activity and suffused by what the ancient Greeks called agape, or philia, love in a caring and supportive community. The true life—a life of learning, creativity, and demanding expectations supported by the spirit of

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fellowship and family, welcoming and embracing all who come here, remains the great source of Westminster’s strength and purpose. Cushing himself wrote that his school would help students, . . . to bear the yoke in their youth; to give them daily tasks often hard and uncongenial to be done cheerfully and without flinching; to foster an ambition to learn their lessons so well as to satisfy both their teachers and their conscience; to encourage them to play fair in sports; to teach them to be clean in thought and word; to abhor that which is evil and to cleave to that which is good. 14

In a modern world in which young people are pulled this way and that and are under assault by sometimes very different values broadcast at them through media and technology at every turn, the true life at Westminster can be a challenge to sustain, and requires constant vigilance. Nevertheless, Cushing’s adoption of Thring’s true life mission continues to overspread everything at Westminster School, shaping the community and informing every decision made by the school. And so, despite the great physical changes that have taken place on Williams Hill, it is the true life of the school, their school, that a visitor will immediately recognize. And it is this timeless true life that will convince them that they are not, in fact, a visitor at all. This, then, is the tale of Westminster School from 1989 to 2013. Under the leadership of Westminster’s sixth, seventh, and eighth Headmasters, it is a tale of great challenge and change, tremendous growth, and the school’s consolidation of its position among the very best schools in the country. But also, and most importantly, it is a story too of what has remained the same. The community that gives life to the bricks and mortar, the people who live on this campus, and the life-long relationships that are built at this school have not changed. On an almost entirely new campus, with a greatly expanded program, with students from around the world, through good times and bad, the essential soul of this place has endured.

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2 The Headmasters In 1989, Donald H. Werner was entering his nineteenth year as Westminster’s sixth Headmaster. Early in his headmastership, Werner had presided over Westminster during difficult times for independent schools. The societal upheavals of the late 1960s and early 1970s had not left Westminster untouched, as reaction against authority and the perceived institutional bastions of an entrenched elitist class, persistent economic recession, and the intrusions of a more permissive culture undermined the missions and confidence of independent schools. With declining enrollments, aging infrastructure, and increasing outside pressures, many schools found themselves in difficult operating environments. When Francis “Pete” Keyes, very much an old-fashioned headmaster in that he essentially ran the school from his desk, suffered a debilitating stroke in 1971, the Board turned to Werner. As first assistant to Keyes, and now his successor, Werner inherited a school in financial and directional crisis. During the coming decades Werner, with the support of his gracious wife Mimi, would lead Westminster into the next phase of its remarkable history.

Headmasters W. Graham Cole, Jr., William V.N. Philip, and Donald H. Werner at the May 2011 trustee dinner honoring out-going board chairman John Armour ’76.

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Over his first eighteen years Werner’s leadership and vision guided Westminster through a remarkable period of growth that was in no small measure the focus of the Centennial celebration of 1989. While certainly the 100th Anniversary of Mr. Cushing’s school was the impetus for the gala event, given that the school’s future in 1971 was uncertain at best, the achievements of the Werner years and the stable, confident, and forward-looking Westminster of 1989 were reason enough for the fireworks and festivities. Westminster had, in its long history, come close to dissolution three times. With the retirement of William Lee Cushing in 1919, and Don Werner despite the best efforts of his colleague and successor Lemuel G. Pettee, declining enrollment and rising debt forced the closure of the school for a year. 2 The second crisis came during the Great Depression, when Westminster, like many schools, had to work hard to keep creditors at bay. The third crisis was in full swing when Werner took the reins from Pete Keyes in 1971. As Werner presided over the Centennial celebration, it was as much a reflection of his own laudable good work in preserving Westminster and firmly establishing the school in its rightful place as it was of the school’s long history. But the singular genius of Werner’s headmastership was not in his simply reviving enrollments, modernizing the school’s program, or raising the monies necessary to balance the budget and support operations. It came in his doing so while remaining true to the legacy of past headmasters Cushing, Pettee, McOrmand, Milliken, and Keyes and indeed to the true life vision of Reverend Edward Thring. Don Werner was, and is, an acolyte of the true life, and every step he took for Westminster was always put to a fairly simple test: was it good for the school? Werner understood implicitly Westminster’s core values of community, character, balance, and involvement and did much during his tenure to embed those values deeply into the fabric of the school. Werner’s commitment to the spirit of Westminster is perhaps best revealed in a letter he wrote to a member of the Board of Trustees, Joe Gitterman ’55, in May 1990. Gitterman, who would play an extraordinary and significant role in the bricks and mortar projects undertaken during Graham Cole’s tenure, had sent Werner a copy of an article

2. Westminster was closed for one year in 1922–3, before re-opening as a proprietary school, for profit, under Raymond R. McOrmond. McOrmond, however, was forced to cede control of the school during the Great Depression to a Board of Trustees, who re-established Westminster as a non-profit corporation under the leadership of Arthur ‘Prof ’ Milliken from 1936 to 1956. Milliken was succeeded by Keyes in 1956, who himself was succeeded by Werner in 1971. Because of this lost year, therefore, the Class of 2014 is the school’s 125th graduating class.

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from a highly respected business periodical bemoaning declining standardized test scores at American schools. Werner began a long and thoughtful reply, which became an exegesis on what constitutes a “model school,” be it public or independent, by writing: . . . the common denominator in these [successful] schools is the consensus held by all members of the school’s constituency—students, teachers, faculty, principals, headmasters, school boards, trustees, parents, and all the rest. That is to say, it is the school’s clearly articulated sense of purpose that binds people together and moves them forward. If and when that mission is fully shared by teachers, parents, and kids, they pull together in the same direction and good teaching and learning goes on. When the mission is not fully shared, when each constituency has its own agenda, and the constituents do not support each other, we all fail, whether that failure occurs in a gorgeous multimillion dollar building with superbly-paid teachers or whether we fail in the most decrepit rural backwater.

This consensus of community and shared values at Westminster, embodied in grit and grace and not dollars and cents or outside perceptions of the school’s success, guided Werner’s leadership of Westminster. Much credit is due Werner in bringing the benefits of financial stability and prosperity to the school during the 1970s and 1980s. Working with Alan Brooks, who became Director of Development in 1983, by the Centennial Celebration Werner had overseen an increase in the school’s endowment to $10 million as well as the renovation and expansion of the school’s facilities. The high points of this effort included the Trustees Challenge Fund of the early 1970s, which raised $4 million for endowment and capital expenditures at a critical juncture in the school’s life, and the Program for Progress, which included a sizeable grant from the William R. Kenan, Jr. Charitable Trust, and overall accounted for $7 million added to the endowment. The Centennial Campaign surpassed these considerable efforts. Launched in 1988, this campaign raised $10 million over four years to fund the Centennial Center for the Performing Arts, a growing endowment, and other capital expenditures. The construction of the Centennial Center, a project long championed by Werner, marked a significant step forward in the school’s support for the performing arts, and would be named for Don, Mimi, and the Werner family in 1994 as the Werner Centennial Center for the Performing Arts. This was an altogether fitting tribute for a man who so loves singing and is keenly aware and admiring of the school’s long history of the performing arts dating back to the early decades of the twentieth century. Westminster was always so much more than a ledger sheet for Werner, and he is much more proud of the success the school had in maintaining and preserving its character and the special community on Williams Hill. He is also quick to point to

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Werner Centennial Center, completed in 1989.

Guest speaker author Bob Reiss in the theater of the Werner Centennial Center in 2006.

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the great progress the school made in supporting and increasing the diversity of the student body, particularly with respect to students of color and those needing financial support, an effort that began under Pete Keyes and at the time was the equal of any school’s. He remembers, too, the steady improvement in the school’s admissions profile and college list during the 1970s and 1980s, the great teachers he worked with, and the special character and quality of the many Westminster students he remembers so well. He is equally proud of the school’s success in the Founders League, which he helped establish in 1982, as a small school fired by the spirit of grit and grace competing against much larger schools. And, of course, he still speaks fondly of the school’s singing groups and performing arts programs. Werner assembled a remarkable team during his tenure. The contributions of Board Chairs Abe Claude ’46, Charlie Milliken, Townsend Swayze ’55, and Peter Wilde and the many members of an extraordinarily involved and supportive Board are considerable. And he would be the first to acknowledge the people at the very core of Westminster’s community, the faculty who “pull the oars.” Werner relied on the good work—and for him teaching was always good work and a calling, and not simply a paycheck—of many, including the likes of the estimable and omnipresent Richard Miller, Alan Brooks, Dick and Barbara Adams, Charlie Dietrich, Jon O’Brien, Ken Stone, Ann and Larry Gilman, Rob Rodney, and Bob Hill. Not incidentally, many of the faculty who were hired by Werner and were with the school for the Centennial Celebration remain with the school today, with several occupying key roles in the school’s daily life and administration. These faculty, a true testament to Werner’s legacy as a builder of the modern Westminster, include Scott Berry, Peter Briggs ’71, Tom Earl, Joan Howard, Nick McDonald, Todd Eckerson, Dan Aber, Bill Philip, Greg Marco, Scott Reeves, Scott and Amy Stevens, Nancy Urner-Berry ’85, Michael Cervas, David Werner ’80, Peter Newman ’80, and Bill Sistare. When one gazes today on the almost Augustan portrait of Don Werner in the main dining room of Cushing Hall alongside his six fellow headmasters, one notes the steady, inquiring gaze, the hand confidently placed on the chair beside him. The artist has ably captured Werner’s strong sense of purpose and his evident paternal care for his school and its students. Here is a man who led the first great transformation of Westminster: coeducation in the early 1970s, a near-doubling of the student body overall, a thoughtful and cautious expansion of the physical plant as budgets permitted, a broader and richer academic program, the firm establishment of Westminster in the front ranks of New England schools, and the return of the school to financial stability and increasing capability. But here, too, is a man who did so in keeping with the best intentions of William Lee Cushing without compromise or variation. Werner’s insistence on honesty and his deep commitment to the ethos of the school and his firm expectation that all who lived and worked here would share

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that commitment—apparent from the very beginning of his tenure—preserved the soul of Westminster and established the foundation upon which the past twenty-five years have been built, transitioning the school from a well-regarded but somewhat staid, traditional boarding school to the modern school it is today. It is impossible to overstate his critical role and leadership in maintaining Westminster’s core values at the heart of the true life. Westminster did not bow or bend to the prevailing zeitgeist in the 1970s and 1980s, as so many schools did by responding to the demands of students and parents and abandoning its sense of itself to cater to a changing marketplace. Rather, Werner preserved the school’s essential character and relevance, a decision that is validated in the strength of the Westminster community today. Although Werner was headmaster for only the first four years of the last twenty-five, no history of the school could plausibly reflect upon the tremendous progress the school has made in this period without first acknowledging, and celebrating, his contributions. Werner announced his retirement in 1992, and was succeeded by W. Graham Cole, Jr. It was Cole who took Werner’s school into the twentyfirst century. Graham Cole came to Westminster from Williams College, Columbia University, and the U.S. Air Force, by way of a twenty-year career as a teacher, coach, and housemaster at the Lawrenceville School in New Jersey. Cole had served as Dean of Faculty at Lawrenceville since 1982, a position that had evolved into a provost role at the school as Lawrenceville’s head increasingly turned his attention to external affairs. In this capacity, and as a longtime school “triple threat”—and a particularly engaged and Graham Cole invested lacrosse coach—he and his wife Carol and their two sons, Josh and Jamie, had long lived the life of good school people that William Lee Cushing would have readily recognized. This experience would shape the Cole headmastership quite clearly, as Cole’s lasting legacy are his ready embrace of the community and the deep, inspiring relationships he built with students and faculty at Westminster. The lasting, visible impact of Cole’s seventeen years on Williams Hill is without question the transformation of the physical space and the school’s facilities. This is particularly true of the Armour Academic Center, a project he made the centerpiece of the Building Grit and Grace capital campaign and a truly transformational step for Westminster. But every project begun, in fact every programmatic or planning decision made, was measured against the school’s true life ethos as defined by core values of community, character, balance, and involvement before the draftsman’s pencil touched paper. In this way, Cole

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readily assumed the Werner mantle in promoting the historic identity of the school. And it was Cole, too, who led the effort to make that identity the chief component of the school’s public image, in essence branding Westminster specifically as a small, excellent school built on Cushing’s critical and timeless values. Working closely with an energetic and committed Board led by Chairs Peter Wilde, Jack Sherwin ’55, and John Armour ’76, Cole took the school through a detailed planning process. Begun under Don Werner, Cole oversaw the finalization of the 1994 Strategic Plan, the school’s first, and its subsequent revisions in 1998–2000, after the Edge Gift, and in 2002–04, after the tragedy of 9/11. It was a consequence of the strategic thinking of the 1994 plan that a critical decision was made to raise Westminster’s profile in the independent school world and to no longer “hide our light under a bushel,” as Cole, the son of a minister, was fond of saying. Moving forward, Westminster would actively promote its core values, with Cole as the principal spokesman and omnipresent embodiment of the true life ethos. Key components of this plan included investing in a professional marketing and publications staff to tell the school’s story and expanding the alumni and development office to build and maintain relationships with alumni and friends of the school. These would prove to be instrumental decisions in the coming years. The school also committed financial and other resources with the specific goal of attracting elite students to Westminster and, ultimately, to placing them at the most competitive colleges and universities as a way of heightening the school’s profile. Further, the plan committed the school and the Board to the expansion of the program and the remaking of the campus. A direct outgrowth of this last initiative was the Campus Master Plan developed by Graham Gund ’59 in 1994, which has guided the development of the campus ever since. All of this planning would have meant very little to the long-term prospects of Westminster, however, if Cole had not also led, with the able assistance of the Board and an excellent development office staff, an enormously successful recapitalization of the school’s finances to provide the financial resources to make those plans a reality. After the Edge Gift, the Building Grit and Grace Campaign of 1995–2010 raised an additional $52 million for capital projects, financial aid, operations, and endowment, meaning that during the Cole years Westminster raised more than $115 million. With the shrewd and judicious use of new debt totaling $42 million, Westminster had at its disposal over $157 million in new monies to fund its remarkable expansion in the 1990s and 2000s. Such was the success of that effort that when Cole retired in 2010, the school could boast of a redesigned campus with several important new buildings, greatly expanded athletic facilities, and an endowment of $77 million. Cole oversaw the school’s continuing transition into the modern world of progressive, independent schools while honoring the commitment of the school

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to its historic core values so carefully nurtured by Werner. Westminster’s assertive embrace of new technologies in the classroom and in residential and administrative life dramatically transformed life, teaching, and learning at Westminster. Technology has fundamentally altered all aspects of life at school, and certainly presents challenges to the school’s community and values. While the classrooms have benefited enormously from entirely new ways to approach teaching and learning, technology can have a corrosive effect on building a meaningful community on campus. Cole was ever mindful of this challenge, and built consensus among the faculty through long, thoughtful, and calibrated discussions of this and related issues, which led to the adoption of policies and protocols intended to reinforce the school’s core values in the face of a rapidly changing technological landscape. Though it is remarkably only a decade and a half since Westminster first invested $1 million of the Edge Gift to bring the wired world to Williams Hill, it did put Westminster on the leading edge of a critically important component of a twenty-first century education, where it remains today. Similarly, it was during the Cole years that the school became a much more diverse and vibrant community reflective of the larger world beyond the Hill. The increase in female faculty, particularly in leadership positions, and their contributions to the school are impressive, as is the great impact female students have made at Westminster. Begun under Werner with the great leap into coeducation in the 1971, the presence of women and girls at school has reached its fruition today. Cole’s insistence on the recruitment of a multicultural faculty and that increases in financial aid be a critical part of the evolution of Westminster have resulted in a more cosmopolitan community and added to the richness of life at school. When one looks at the faculty today, it looks very little like the faculty of even twenty-five years ago: there are more women, more faculty of color, and more faculty families. As a result, the faculty offers a much richer range of role models and relationships for Westminster’s students as a multigenerational, diverse, and natural group of adults in their lives. When one looks at the student body, one sees a similar transformation, with a more ethnically, racially, geographically, socio-economically diverse group bringing a wider range of passions and perspectives to the school. While certainly central to the school’s story over the last twenty-five years, bricks and mortar, a wired Westminster, and a new and dynamic faculty and student body are not Cole’s true legacy. That legacy is in the deep and committed empathetic relationships Cole nurtured with his faculty, students, and trustees. Upon his retirement, students, faculty, Board members, and friends of the school were asked to contribute remembrances of Cole’s tenure. Notwithstanding the tremendous strides the school made in fundraising, bricks and mortar, and the expansion of its faculty and program—the traditional external measures of a headmaster’s success—the common thread was Cole’s commitment to the

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community and the people of the Westminster family. Whether a head prefect, a Chairman of the Board of Trustees, an advisee, or a student who knew him only as the man who wore the hat on Hill Holidays, each spoke about his genuine engagement and care for their well-being and that of the school. A true master teacher, Cole worked each September to learn students’ names and took obvious great pleasure in simply being with them. Although headmaster during the most dynamic period of the school’s history, Cole was always far more likely to engage a listener in a conversation about the English Speaking Union, Mountain Day, the Winter Formal, or the exciting second half of the most recent Third Boys Lacrosse game.3 When Cole announced his retirement plans in 2009, the Board, under the direction of long-time board member Bill Egan, launched a national search for his successor. That search, conducted with the guidance of a well-connected search firm and directed by a committee of Board members and veteran faculty, identified at the outset almost eighty candidates to become Westminster’s eighth Headmaster. As this process unfolded, it involved all school constituencies, and the committee listened carefully to what faculty, students, alumni, and parents had to say about the many potential suitors under consideration. While certainly not particular to Westminster in this process, the committee and these stakeholders were clearly most interested in finding that person who understood and valued the unique character and community that makes Westminster the school it is, who understood where the school was in 2010 and whither it was tending, and who possessed the skills and talents needed to move the school forward assertively into the next chapter of its long history, while remaining true to Mr. Cushing’s vision of the true life. As is standard in such searches, candidates who had passed through the initial vetting rounds were invited to campus to meet with faculty, students, and parents. Over the course of many months, the committee and the school community interviewed and assessed the many candidates, all from leading schools in the country, and some with headmaster experience on their resumes. But it became increasingly clear that the man who best met the school’s criteria, a man who in fact exceeded them, had been a member of the Westminster community since 1983.

3. Readers will permit me, I trust, a personal reflection on Graham’s tenure as Headmaster and his deep passion for the school and its students. For many years, I coached the Second Boys’ Soccer Team and Graham always made it a point to come to two or three games for each lower team each season and stay well beyond the all-too-often obligatory Headmaster wave on his way to the main show, the First Team games. Graham would arrive at the Second Boys’ Soccer game, in the farthest corner of the upper fields, and chat with a few parents or visitors down by the corner flag. But as the half wore on, and the game ebbed and flowed, he would become more and more animated and involved in the action and move up the touchline until he was standing in the coaches’ box next to me, cheering on the boys, encouraging the referees, and assuming the role of de facto assistant coach. The whistle for the end of the half would blow, Graham would firmly grab my shoulder with a smile, offer the boys one last word of encouragement, and off he’d go to the next game, where no doubt the scene was repeated. One fall, early in the season, I recall his offering encouragement to a new Fourth Former, by name, during the game. Later, on the bench, that same Fourth Former turned to a teammate and asked, “Who was that guy?” “That was the Headmaster,” was the reply. And Graham was.

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William Van Ness Philip came to Westminster School in 1983 via The Buckley School, The Hotchkiss School, and Yale University. After writing to Assistant Head Richard Miller, Philip was hired upon his graduation from Yale. In his first years at the school, Philip lived in Memorial Hall, taught U.S. History and English, and coached swimming, baseball, and lacrosse. In his third year, newly married to his wife Jenny, Bill joined the College Office and settled in Andrews House, where he, Jenny and soon daughters Kate ’06 and Allie ’09 lived for the next eight years. Philip rose to head the College Office for many years before taking over as Director of Studies upon Geoffrey Bill Philip Wilbraham’s retirement in 1994. During his tenure as Director of Studies, before technology had really arrived on Williams Hill, all relied on Philip’s encyclopedic knowledge of the school’s operations, and he was never without his detailed printed version of the school’s daily schedule, complete with notes, reminders, and other minutiae, essentially running the day-to-day operations of the school from his breast pocket. After many years in that position, Philip was appointed Assistant Head of School. Along with his day-to-day administrative responsibilities in that post, he joined the Development Office as a major gifts officer during the Building Grit and Grace Campaign, bringing energy and relationships with many of the school’s alumni to that effort. It was with the overwhelming support of the faculty, the Board, and other key constituencies of the school that Philip was named headmaster in 2010. Philip’s interests in teaching and learning at Westminster are extensive. Teaching at least one history class for almost all of his twenty-seven years prior to his appointment as headmaster, Philip has always enjoyed the classroom and working closely with students. When serving as Director of College Counseling, Philip oversaw the expansion of this fast-developing sector of the school’s program, and brought his customary work ethic to collaborating closely with faculty and advocating tirelessly for Westminster students to prepare and present them in the best possible way to the most competitive colleges in the country. As Director of Studies, Philip oversaw the school’s developing curriculum and its initial investments in technology, both academic and administrative. Working closely with Department Heads, Philip encouraged the development of the curriculum to add greater rigor and to include more honors and the Advanced Placement courses (Westminster now offers twenty-four AP courses and many more honors courses across the curriculum) and reworked the daily schedule to lengthen the class day. With Scott Reeves and other faculty, Philip led the effort to reconfigure classrooms in Baxter Academic Center to serve as a computer lab and a computer classroom, and saw to it that technology classes were added to the curriculum in the

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early 1990s to ensure that Westminster’s students were up-to-date on the latest applications and productive uses of technology. Faculty well recall that at the outset of Philip’s tenure as head of the academic program, comments and grades were still done by hand. Within a few short years, such tasks were completed digitally, greatly enhancing the depth, speed, and accuracy of communications and strengthening relationships between students, advisors, and parents. Believing Baxter to be an outdated building, increasingly unusable and too small for the growing academic program as well as detracting from Westminster’s ability to present itself as a modern school to prospective students and their families, he was also, with Greg Marco, his successor as Director of Studies, a driving force behind the faculty’s support for making Armour Academic Center a priority in 2004 and 2005, rallying support and communicating with the Board. As headmaster, Philip possesses a unique and extensive experience of Westminster and a special passion for the school that has grown during his three decades on Williams Hill. Recognizing the success and progress of Westminster to date, he does not believe Westminster is in need of a revolution, but rather will benefit most from a careful stewardship of its community, its values, and its constituencies. He has therefore focused on targeted initiatives aimed at particular aspects of school life. Philip views his leadership of the school as guided by three main principles. First, if Don Werner affirmed and consolidated the ethos of Westminster in the 1970s and 1980s and Graham Cole built the foundation of Westminster as a twenty-first century school in the 1990s and 2000s, Philip sees his task as leveraging that progress by investing in the school’s people, its community, its programs on and off the Hill, and insuring that Westminster continues to be recognized as the excellent school it is. Second, Philip believes that the school has a special opportunity as a leader in the independent school world. Because of its small size, facilities, and geographic location, Westminster stands apart among its fellow New England boarding schools. For prospective students and their families, and for faculty candidates, the school compares favorably with much larger schools with similar facilities and programs but retains a smaller, more intimate community; conversely, few schools of like size can match Westminster’s facilities and programs. Thus, by promoting Westminster as a “small school with large school resources” located in Simsbury and the Farmington Valley and within day-trip distance of New York City and Boston, with strong traditional values of teaching and learning, advising and mentoring, community and relationships, Westminster can seize an important and exclusive niche. Lastly, Philip firmly believes that the school’s values and special community have an important message for the world beyond Williams Hill. As an historian by inclination and interest, he often refers to the roots of the school in Cushing’s adoption of Thring’s true life ethos and his mentor Don Werner’s defining of the school in the 1970s and 1980s. Viewing Westminster as a “private school with a public purpose,” he believes the school can, and should, use its resources

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to engage its students in the world around them. Philip believes that the school’s students, at an important and formative moment in their young lives, will have their worldview widened by such engagement with the larger community. Further, and not inconsequentially, the school can share its considerable resources—particularly its people carrying the values of the true life—with others beyond the Hill. Westminster graduates, nurtured in a caring community and benefiting from a broad, liberal program led by excellent faculty on an extraordinary campus, can and should be critical thinkers, problem solvers, and leaders in the world as they pursue their passions after Commencement.

It was with these principles in mind that Philip began his tenure as the school’s eighth headmaster. Through several “renewal committees,” Philip opened dialogue among faculty and trustees on several key areas of school life affecting its program: curriculum, student life, faculty support, and teaching. From these conversations, important initiatives were developed. Foremost among these was the Westminster Teaching Initiative, founded by Tim Quinn ’96 and now under the leadership of Mark de Kanter ’91 and Nancy Urner-Berry ’85, which has inspired ongoing faculty discussions of best practices and teaching and learning at Westminster. Students have greater opportunities to pursue independent studies and special projects, working closely with individual faculty. More electives have been added to the curriculum, as have particular courses in the arts, community life, and ethical responsibility that all students will take. Investing in the school’s relationship with Hartford, the great but often troubled city no more than ten miles from Williams Hill, Philip made Todd Eckerson’s Crossroads Cooperative Learning Program officially part of the school, the Westminster Crossroads Learning Program in Hartford. He also encouraged and supported greater outreach programs, bringing Westminster’s students to Hartford’s rich cultural and artistic world through Culture Draws and an annual Community Service Day, and has brought the surrounding community to Westminster. Philip sees similar opportunities to engage students and faculty on campus. With the fall 2013 completion of the new student and faculty residences, as well as the re-conceived quad, and given Philip’s deep appreciation for the community and the important role residential life plays in its culture, he has made life at school—for everyone: boarders, day students, faculty, and staff—an important focus of the 2013 school year. These are but a few of the programmatic changes that Philip has supported; they are representative of his broad appreciation for the holistic experience of school life at such an important moment in a young person’s personal development. Guided by Cushing’s concept of the true life and the school’s timeless values, all of these programs seek to enrich the community and life at Westminster and are evidence of Philip’s capable and steady hand on the stewardship tiller. In his great appreciation for the one hundred and twenty-five years of Westminster’s history, Philip knows full well that his chapter will be one of many. But his clear sense of Westminster and his passion for this place will add to that history, in the successful tradition of Cushing, Pettee, McOrmand, Milliken, Keyes, Werner, and Cole.

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3 “A Clean, Well-Lighted Place”: A New Campus Emerges On September 15th, 2009, Westminster opened its one hundred and twentysecond school year with a ribbon-cutting ceremony for Armour Academic Center. With Headmaster Cole, Director of Studies (now Dean of Faculty) Greg Marco, and Head Prefect Cris Gomez doing the honors, the school moved into this impressive $35 million, 85,000-square-foot structure. While all who recall Baxter Academic Center fondly—roughly two-thirds the size of Armour and very much a mid-twentieth century building in its aesthetics, layout, and facilities—recognized that exceptional teaching and learning had taken place there, there is no question that Armour represents the twenty-first century future of the school in all ways. With an emphasis on best practices, collaboration, and state-of-the-art facilities in the classroom throughout the curriculum, cuttingedge technology (and the flexibility to move forward with the inevitable progress of that technology), and guided by the school’s core values, Armour is, in the words of Headmaster Cole, a “brilliant, elegant, physical expression of [the school’s] emphasis on community and learning.”

Armour Academic Center, dedicated in 2009.

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A result of the ongoing strategic planning process and emblematic of the school’s incorporation of all constituencies in that process, the decision to prioritize and build Armour was made by the Board in September 2006. Significantly, a new academic building had not been identified as a priority in either the original Strategic Plan of 1994 or included in the campus Master Plan developed by Graham Gund and adopted at the same time. Nor had it been included when a second round of strategic planning took place under Bill Egan between 1998 and 2000 after the Edge Gift. The school’s first Strategic Plan described an assertive and progressive “small school with a big program” grounded in the school’s community and values. Prioritizing a commitment to raising funds for endowment, capital projects, and in support of specific initiatives, the Plan also charged the school with investing in academic technologies, an in-depth assessment and possible revision of the school’s program and daily life by the faculty, and more frequent communication with all stakeholders in the community to insure that a wide-ranging discussion of the school’s present and future would be a key part of decision-making. Supporting these broad initiatives were a commitment to faculty salaries, benefits, and housing to ensure a strong and diverse faculty; a broadening commitment to financial aid to coincide with a national recruitment effort and a commitment to cultural and socioeconomic diversity among students and faculty; a commitment to expand the alumni and development office and to create a marketing office to build and sustain the essential relationships between the school and the school’s family beyond the Hill; and a real commitment to both the immediate and long-term needs of the physical plant to provide Westminster with the very best facilities possible in support of the community. A clear purpose of the process was to stimulate discussion and the engagement of everyone at school in looking to the future of Westminster while affirming the school’s history and character. It was at this time, under Cole’s leadership and with his insight guiding the conversation, that the four core values were first specifically articulated as community, character, balance, and involvement. While these particular core values were the product of a rich faculty discussion and readily embraced by the Board, all recognized that they had in fact been the school’s core values all along: they reflected the true life of William Lee Cushing, the post-war school of Arthur “Prof ” Milliken, and the great good work of Don Werner to firmly plant Westminster’s flag on this definitive ground in the 1970s and 1980s. By taking such a universal view of the school and involving all members of the community in the discussion, the 1994 Strategic Plan validated Westminster School’s identity while simultaneously establishing the foundation upon which, literally and figuratively, the next two decades of the school would be built. While it included specific initiatives, it was primarily a broad affirmation of the school’s history and a proclamation of Westminster’s mission and purpose in the coming years. As Chairman of the Board Peter Wilde said at the time, “We must remember that this is an evolving vision, not a plan; it gives us directions, not directives.”

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The core of the Strategic Plan has evolved in response to changing circumstances, both internal and external. The Plan has been substantially reconceived twice, once in 2004 and again in 2013, and while initiatives have been altered and adjusted, the school’s central mission and core values have consistently been affirmed by the Board, the school leadership, and the faculty. After the $33 million Edge Gift in 1996, the Board had prudently opted to place the majority of the unrestricted Edge Gift in the school’s endowment, raising the endowment to some $60 million from roughly $30 million at a time when the school’s annual operating budget was just under $12 million a year. Consistent with the 1994 Strategic Plan, initiatives funded by the Edge Gift included increases to faculty and staff salaries to keep pace with the school’s peer group, an investment in development and marketing efforts, funds set aside for program enhancement, a commitment to increasing financial aid monies, and several capital projects. The transformational nature of the Edge Gift did inaugurate a new round of Strategic Planning discussions, a process that began formally under the leadership of Bill Egan in 1998 and ultimately led to a second Strategic Plan, which was adopted by the Board in 2004. Many of these key 1994 initiatives were affirmed in the new Strategic Plan, but the school was also forced to confront and adapt to the new realities of Westminster’s world in the first decade of the twenty-first century. Similarly, the 2013 Strategic Plan, under the direction of Headmaster Bill Philip, maintains the spirit and goals of the 1994 Plan. Despite the energizing and transformational nature of the Edge Gift, the preceding decade had witnessed the horrors of 9/11, the United States in two wars on the other side of the world, a dramatically altered domestic political environment, and an historic economic downturn, which brought with it, of course, a deterioration in the financial markets and a constraining of the school’s financial resources. All independent schools rely on three primary sources of revenues to support their operations: endowment, annual giving from friends of the school, and tuition dollars. After 2001, all three of these legs of the revenue stool were under increasing pressure. The school’s endowment had slipped by 7% in 2001 and 2002, relatively modest compared to the school’s peer group and a testament to the financial management of the school’s very capable advisors, Westminster parent Grady Durham and his firm Monticello Associates. Nevertheless, this reduced endowment income and raised the specter of increasing draws on principal funds. Outside support for the school had also obviously been affected as everyone felt the squeeze of a post-9/11 world. Annual fund giving evidenced virtually flat growth in 2001 and 2002 after several years of double-digit increases following the expansion of the Alumni and Development Office under Alan Brooks and his successor, Scott Stevens, and Annual Fund director Jane Lowry. And, of course, the difficult overall economic climate placed great pressure on tuition increases.

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Meanwhile, the operating budget had continued to climb despite the exceptional efforts of a talented business office led by Tom Earl. Earl, who came to Westminster in 1977, has been an indispensible member of the faculty and played a crucial role as business manager in the last twenty-five years. A successful First Boys’ Hockey coach for twenty years, he has managed the school’s business affairs through times of recession and prosperity and has been a critical, central figure in the transformation of the campus. Without his expertise, insight, and ability, it seems unlikely that the school would have negotiated the great challenges and changes of this period as smoothly as it has. Despite his good work, and while the overall situation gradually improved in 2003 and 2004, it seemed unlikely that Westminster would embark on any new, grand projects in the foreseeable future. 30

The second Strategic Plan was a product of this environment. Much like the first, it sought to make Westminster “a better version of itself,” as new Board Chair John Armour so wonderfully put it. The commitment to Westminster as a small school remained, at its core a nurturing and caring community, but with the facilities and resources to challenge the programs and opportunities of much larger and historically better-funded schools. The Board, accepting the new economic reality by assertively seeking to advance the interests of the school, adopted specific initiatives, including, significantly, to expand the school’s marketing, alumni relations, and development offices in preparation for a capital campaign slated to begin in 2004 or 2005, when the economic situation might prove more favorable. These initiatives also included investments in faculty support, including housing, and an effort to enlarge the financial aid budget. Though modest on the surface, perhaps, the 2004 Strategic Plan accepted the general economic uncertainty of the time and positioned the school for its next phase of growth when circumstances improved. These priorities began to change around 2005 and 2006, when it became more and more evident that a new academic building was needed. Although the decision to build Armour Academic Center was driven partly by an increasingly competitive admissions environment and partly by the realization that further delay would lead to escalating costs, input from all sectors of the school community—particularly the faculty and most notably then-Dean of Faculty Todd Eckerson—was influential in moving the Board in this direction. In a key survey of faculty taken on behalf of the Board as part of a 2002-04 review of the Strategic Plan, faculty overwhelmingly pointed to the need for a new building, even if that meant delaying increases in faculty compensation and benefits, which had already been identified as an initiative in order to recruit and retain the most talented faculty possible for the school. After some consideration of substantial renovations to Baxter, soon abandoned as expensive and an engineering challenge, the Board made a new academic center a strategic priority as then-Associate Headmaster Bill Philip said at the time, “an umbrella” project for all of the marketing, reputational, and community aspects of the evolving strategic plan.

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This decision was made in a difficult and fluid economic environment and thus represented a profound commitment on the part of the Board and the school’s constituents to the school community. The project was undertaken alongside the five-year Building Grit and Grace Campaign that began in 2005, the goals of which were to fund the construction of Armour, increase the endowment, and otherwise support the operations of the school through smaller capital projects and increases in financial aid. Despite the economic recession of 2008 and 2009, which placed the school again under significant operating pressure, the campaign succeeded magnificently. The campaign raised a total of $52 million, including leadership gifts from the Armour, Armstrong, Davis, Gitterman, Gund, Lobdell, Offield, and Sherwin families. A coalition of Korean families also provided substantial support for the Armour project, and it is in their honor that the Sejong Lecture hall is named.4 Included in this total is the roughly $13 million raised over the five-year effort for the Annual Fund, illustrative of the widespread support for the school. As part of the capitalization of the Armour project, the school also borrowed $20 million in 2007 to support construction. This new debt, which brought the school’s total indebtedness to approximately $42 million, also represented a substantial commitment on the part of the leadership of the school to the long-term strategic plan. Without the campaign and the prescient and well-considered use of new debt, Westminster could not have moved forward with this keystone project. While Armour Academic Center is quite clearly the “jewel in the crown” of Westminster’s twenty-first century campus, this magnificent building is first and foremost representative of the school’s core values and timeless community. At the center of the building is the Armstrong Atrium, a soaring, brightly lit space that not only welcomes the entire community for assemblies and receptions of all kinds but also provides smaller seating areas in its contiguous lounges for students and faculty to use as informal meeting spaces and for collaborating and socializing. It is possible, at any time of the school day, to pause and enjoy the natural light and a symbiotic relationship with the natural world outside as the school hurries about its academic work. Perhaps the defining feature of Armour, as it is for many of architect Graham Gund’s buildings, this natural light floods each space; at any time of the day or year the building seems almost lit from within. A cathedral-like space, the Atrium is also a connecting space between the wider world and Westminster’s academic campus.

4. This large lecture hall is named for Sejong the Great, a fifteenth-century king of Joseon, an expansionist dynasty largely responsible for consolidating modern Korea during a five-hundred year reign ending in the late nineteenth century. Sejong, an educated and progressive ruler, introduced many legal and administrative reforms and successfully defended his country’s territory from invaders. He also encouraged scientific, technological, and agricultural advances and supported literature and scholarship, establishing the “Hall of Scholars” to recognize leading thinkers and writers. Sejong was also responsible for the creation of the Hangul, the Korean phonetic alphabet, which he introduced with the specific goal of enabling Koreans of all social classes to read and write.

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Gund Reading Room in the Cole Library.

Conjoined to the Atrium is the Cole Library, aptly named for the former headmaster and his wife, Carol. Very much a modern library, the Cole Library combines the technology required by students and teachers for research with a variety of small and large spaces for working and gathering. In particular, the Gund Room on the second floor, with panoramic views of Commencement Lawn, is a wonderful community gathering space, used often for the Westminster Poetry Series and for other lectures and the occasional concert. On the first floor is the Lobdell Reading Room, a warm study area that is well-used by students. Opposite the library and just off the Atrium is the welcoming and comfortable Baxter Study Hall, a far cry from the windowless and monastic “Room 10” of Baxter Academic Center. In 2013, after a very successful alumni art show held as part of the school’s 125th Anniversary celebrations, the decision was made to transform Baxter Study Hall into Baxter Art Gallery to display alumni, student, and other artwork in the heart of Armour.

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Flanking the Atrium are the Offield Center for the Humanities and the Davis Center for Science and Mathematics; downstairs is the Sejong Lecture Hall, the Class of 1957 Planetarium, and the Gitterman Family Student Lounge alongside the Martletâ&#x20AC;&#x2122;s Nest school store. All of these spaces are larger and more flexible than the old Baxter spaces, but they all reflect the centrality of the community in the life of the school. There is not a space in the building that does not welcome interactions and collegiality, formal and informal, between members of the community. A walk through Armour today will find classes in session, students gathering in small study groups or quietly catching up on homework, and faculty working together or meeting with students in department offices. But most of all a visitor will see an academic community engaged with one another and with the life of the mind.

The view in Armstrong Atrium looking south over Commencement Lawn.

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This remarkable building is also at the forefront of “green” building design and energy efficiency. Centered on a geothermal heat exchange system running through eighty-two five-hundred foot deep wells, heating the building in the winter and cooling it in the summer, every component of the building’s systems was subjected to rigorous compliance with the very best green engineering available (so much so that the building was designed to be retrofitted in the future as new, better technologies—including high-efficiency solar cells—come on line). Armour is one of the very first facilities to use a heat exchange system of this type on this scale. The large windows and location of the building make abundant use of natural light, which in addition to creating a wonderfully natural working space reduces the consumption of energy. Other avenues of reusable and renewable resources were incorporated in Armour as well, including sustainable site development, low water use fixtures, energy efficiency throughout, materials selection, and indoor environmental quality. So successful was this effort that Armour received a Gold Certification from the United States Green Building Council’s Leadership in Energy and Environmental Design (LEED), a rarity for a school or university building. By celebrating community and creating such a welcoming, productive, and healthy space, Armour is a transcendent triumph of architecture and planning for Westminster. As had been the case for several prior building projects, including Werner Centennial Center, Edge House, the Kohn Squash Pavilion, the Sherwin Health and Athletic Center, and the Perkin Drive, the planning and design for Armour had been entrusted to the school’s Construction Committee. The school owes a great debt to this talented and thoughtful group, which includes, among others, from Gund Partnership, lead architect John Prokos and Liam Deevy; from the faculty and staff chair Tom Earl, Bill Philip, Greg Marco, Carol Kirsch, and Peter Anderson; from the school’s long-time construction firm Bartlett Brainard Eacott project manager Steve Andrea; trustee Colin Flinn; and the indispensible trustee emeritus Joe Gitterman. This group met every two weeks for almost two years before the ground breaking for Armour, shepherding the project through every conceivable phase of planning and development. The close involvement of the Construction Committee with the life of the school ensured that the project would reflect the heart and soul of Westminster. Gitterman, Prokos, and Earl, in many respects the nuts-and-bolts leaders of the Committee, feel strongly that the school’s building process is unique in terms of its emphasis on the needs and ethos of the school and the value engineering that permeates the entire, thoughtful process. Armour is simply one example, but every project undertaken by the school has reflected these goals: to produce a building that represents and reinforces the community and its core values while taking care that the school’s resources are invested wisely and purposefully. So efficient is the process that Prokos believes the efficiencies and consistencies achieved by this long-standing

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committee distinguish Westminster from the majority of institutions undertaking similar projects. Armour stands as the centerpiece of a campus that has been transformed over the past twenty-five years. Situated in such a way as to command a view of the Farmington Valley and completing an academic commons, Armour is at the center of the evolving Master Plan and a bricks and mortar program that began with the construction of the Werner Centennial Center in 1989. Since then, no fewer than seven major new buildings have been constructed on campus, and many more have been substantially renovated and redesigned. A new drive to the top of the Hill, new athletic fields and facilities, and new centers of community life have accompanied these projects. This remaking of Williams Hill and Mr. Cushing’s now one hundred and thirteen-year-old campus has been guided by the vision of master planner architect Graham Gund. Gund, whose singular vision for Westminster has always been to see architecture and the natural landscape as inseparable and, in his words, “support and enhance the learning process in spaces that reflect the unique culture” and community of Westminster. In this way, “buildings are symbols of past achievement and future possibilities that strengthen the existing campus fabric.” It is precisely this fabric, first woven by William Lee Cushing a century ago and nourished by generations since then, that Gund has repaired, restored, and refocused over the last twentyfive years through his Master Plan. Working closely with members of the

A 2009 aerial view of campus, looking north.

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community, including the three headmasters of this period as well as members of the Construction Committee, the faculty, and the Board, Gund—already well familiar with the school’s guiding values and the spirit of grit and grace—has created a new Westminster that is home to a twenty-first century school but which is ever mindful and respectful of important continuities with the past.

Gund first came to Westminster in 1954 as a Second Former, but his involvement with the school as an architect begin in 1986, when he was invited, late in the process, to review plans for a theater and performing arts building. The school was nearing the completion of the Centennial Campaign, which raised $10 million for the endowment and a performing arts center. 5 Alan Brooks recalls quite clearly that moment when the plans were laid out for Gund in Don Werner’s office, as well as Gund’s guarded reaction. Gund’s advice to Headmaster Werner, a major proponent of a performing arts center, was that the existing plans sited the building poorly (on Commencement Lawn) and were not in keeping with the core architectural spirit of the campus as embodied in the oldest buildings, Cushing Hall and Memorial Hall. The plans were shelved, and instead Gund was invited to redesign the building, which he did; the site was moved to the parking lot behind Cushing (thus requiring the demolition of the long-standing water tower) and re-conceived as a monumental structure that would celebrate and elevate the quality of the school’s existing architecture. This was, of course, the Werner Centennial Center, now in its twenty-fourth year and the heart of the school’s vibrant performing arts culture. Gund’s return to Westminster at this time coincided with development of the 1994 Strategic Plan and the arrival of a new headmaster. As the 1994 Strategic Plan was being drawn up, Gund was commissioned as the school’s Master Planner and asked to think broadly about the campus, its facilities, and its future needs. The 1994 strategic “vision,” to borrow Peter Wilde’s phrasing, identified several bricks-and-mortar projects that the school needed to address to update a campus that had remained largely unchanged since the early 1970s, save the recent addition of Werner Centennial Center. These included residential halls for students and faculty that would better fit the school’s community by allowing for lower student-faculty ratios and better common spaces, faculty housing, a more flexible and expanded student health center, a new road system to relieve congestion and create more pedestrian spaces, a renovation of Cushing Hall to improve its efficiency and utilization and maintain its centrality in school life, expanded gym space and a fieldhouse, and a new, stand-alone dining facility that could seat the entire community at the same time (which is currently impossible in the main dining hall and adjacent Watts Hall). 5. The Centennial Campaign, led by Alan Brooks, was the school’s third capital campaign, after the BEST (Buildings, Endowment, Scholarships, and Teaching) Campaign that ran from 1960 to 1964 under Paul Winship’s direction and raised more than $3 million for the school, and the Program for Progress Campaign, which raised $7.6 million exclusively for the endowment between 1980 and 1983.

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Possessing a unique vision of architecture as well as a deep knowledge of the school, its people, and its character, Gund was the ideal man for the job. In an interview in the spring 1996 Westminster Bulletin, when Gund was asked about the relationship between buildings and the environment, he replied, The character of land and the nature of the surrounding buildings have always been important to me. I am very interested in fitting buildings into a kind of fabric, of working within a context. I think this expresses civilization as a continuum. The present has roots in the past, but looks optimistically to the future.

“Fabric” is a word that Gund uses often when describing his work, particularly when it comes to working with schools, which he does often. Working within an established fabric, expanding upon an existing fabric, or even repairing a fabric undone by the modern, utilitarian, and occasionally minimalist architecture of the 1940s, 1950s, and 1960s (one thinks of Baxter Academic Center, Andrews House, and Squibb House) are central to Gund’s work. Embracing the power of the surrounding environment, emphasizing open spaces, views, and natural light, Gund seeks to integrate his work into the community and landscape, not to impose a particular view or artistic style on them. He and his firm take great pains to understand how a particular building will “breathe” and function by working with the people who will use it and researching the psychology, sociology, anthropology, and history of a place. This makes schools, and particularly smaller schools such as Westminster, a particular favorite of Gund’s to work with, as schools have articulated philosophies and ideologies, and structures are by definition clearly places for nurturing aspirations and building communities. Whether it be the challenge of designing a residence hall that is living quarters for students and faculty and also a place for reflection and study and where life-long relationships are born, or the more global task of looking holistically at the organization and architectural integrity of the entire campus, Gund’s deep appreciation and feel for the community “fabric” is paramount. Inspired by the school community and its emphasis on relationships and community and adopting Cushing and Memorial Hall’s Tudor design sensibilities, Gund’s artistry is everywhere visibly evident and suffuses a campus that is modern, magnificent, and timelessly Westminster. Beginning with the design of Werner Centennial Center and continuing through the great achievement of Armour and into the 2013 dorm projects, Gund has consistently sought to celebrate and enhance the school’s community and its defining mission of educating young men and women of great promise. Historically, the campus has been concentrated in the southwest corner of twohundred-and-twenty acre Williams Hill, hidden from the town of Simsbury and the Farmington Valley by a labyrinthine driveway and towering centuries-old trees. A compact layout for the campus had evolved in the one hundred years of the

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school’s history in Simsbury, running east-west from Andrews Chapel to Squibb House and south-north from Milliken House out to the athletic fields. This had occurred seemingly without great forethought but more as the school’s growing needs defined new uses of space and required expanded facilities. The central lawn, or as it is colloquially known, the quad, had appeared at the elbow of these two axes, the only green space of significance regularly used by the community. The earliest buildings, Cushing Hall and Pettee Gym, and later Memorial Hall, linked to Cushing by the Memorial Walk honoring the school’s Great War dead, defined the early original campus. Since then, the campus had expanded in two other eras, each of which had followed a period of financial difficulty and represented a reaction by the Board and the school to move the school forward and maintain a preeminent position among New England boarding schools. The first of these occurred under the leadership of “Prof ” Milliken after the near closing of the school during the McOrmand era in the midst of the Great Depression, and the process continued under his successor, Pete Keyes. Following the country’s recovery and the Second World War, Westminster clearly benefited from the general prosperity of the post-war period. Two residential halls, a new, larger chapel, and Baxter Academic Center were built, greatly expanding and enhancing the school’s facilities. The second period, a more modest one, came in the late 1960s and early 1970s, under Pete Keyes and Don Werner, as the school successfully struggled to maintain its relevance in turbulent social and economic times. If one considers the addition of major buildings in the hundred years prior to 1989, one can see the centennial campus taking shape in this somewhat intermittent way: The original Cushing campus on Williams Hill. Cushing Hall 1900 Pettee Gym 1908 Memorial Hall 1927 The confident, post-war expansion of the campus under Milliken and Keyes. Squibb House 1949 Andrews House 1953 Andrews Memorial Chapel 1962 Baxter Academic Center 1965 The more cautious expansion of the late 1960s and 1970s. Jackson Rink 1968 Darling Library 1969 Milliken House 1972 Additions to Pettee Gym 1974 Timken Student Center 1978

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Structures had been added when necessity pressed and funds permitted. The pragmatic, efficient architecture of each new building increasingly departed from the Cushing/Memorial aesthetic without offering any new, unifying alternative. During the early 1970s, when monies were unavailable as Headmaster Werner, invaluable Chairman of the Board Abe Claude ’46, and others worked mightily to save the school, little thought or attention could be given to the campus beyond the requirements of maintenance and upkeep. As a consequence, roads crisscrossed the campus, interjecting traffic into pedestrian and community spaces, paved pathways appeared under the beaten footsteps of students, views were obscured, and parking was scattered everywhere. The campus atop old Williams Hill, though much loved, functional, well cared for, and surely representative of the school’s intimate, welcoming, and family atmosphere, offered little in the way of great beauty or singular design and clearly did not meet the needs of the growing school. As Gund recognized in the early phases of the Master Planning process, the campus and the surrounding landscape appeared charmless, damaged, and ill-used, undermining any sense of Westminster’s physical space as a single, cohesive whole. Instead, Gund imagined an entirely new campus. Using the natural topography of Williams Hill, Gund envisioned a more gracious and expansive campus, moving away from the rectangular, linear, almost urban scheme and replacing it with a pastoral, open, cohesive space. Rather than a single central green space—the long-established quad—with most facilities packed around it, there would be three distinct “precincts” tied together on a pedestrian campus emphasizing open spaces and celebrating the original campus aesthetic and closer integration with the natural landscape. The original campus centered on the quad would be transformed into a residential commons, naturally emphasizing the surrounding environment, and remaining as the connecting link between the two other precincts, or more appropriately for a school community, commons. An academic commons would emerge around the neglected Commencement Lawn, bringing the east end of the campus overlooking the Farmington River back into the daily life of the school. It was along this edge of campus that the cabin culture of the beginning of the twentieth century had flourished, but which more recently had become simply a forgotten corner of the campus, wooded over and cutting the school off from the Farmington Valley. A third commons, less well-defined geographically but associated clearly with the school’s athletic program, would grow around the school’s existing fields and expand out into the backwoods of the campus and the old potato fields, encompassing most of Williams Hill and circling back almost completely to the northeast side of the academic campus. To tie the three new commons together, Gund designed an entirely new entrance that dramatically introduces visitors to the re-envisioned campus. Abandoning the switchback drive that came up the hill behind Andrews, the new drive would sweep much more smoothly and

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scenically around the hill, providing a view of the quad and the campus from the west. This was without question a bold and grand design, but one that involved much input from all members of the community and met the great test of solving the school’s pressing facilities needs while preserving the essential core of the Westminster community.

With Werner Centennial Center complete in 1989 and the Master Plan in place in 1994, the multi-phased implementation of the plan began, perhaps earlier and more swiftly than anyone imagined. Alongside the Strategic Plan, the Board had authorized the renovation of the Baxter Academic Center Science Wing and the construction of the three-seasons facility at Jackson Rink to meet immediate needs. Both projects were completed in 1994. From there, beginning in 1996, the pace of construction and the transformation of Westminster have been nothing short of astonishing, and have brought the school to the near completion of the Master Plan only twenty years after it was first drafted. Underpinning this accomplishment is the tremendous support the school has enjoyed from alumni and other friends of the school. Since 1994, including the Edge Gift in 1996, the Building Grit and Grace Campaign from 2005 to Cole’s retirement in 2010, and a recent anonymous gift in support of two new residence halls, the school has raised in excess of $125 million for endowment and support of the Strategic Plan’s many initiatives, including the Master Plan. Through a series of bond issues arranged through the Connecticut Health and Educational Facilities Authority (CHEFA), the school assumed $46 million in debt to bridge funding gaps associated with the campaign and to support specific projects. Thus, in total, between the adoption of the Master Plan and the summer of 2013, Westminster School was recapitalized with almost $170 million. Since 1994, Gund’s Master Plan has guided the school’s remarkable expansion of its facilities and physical space. It is a living, breathing vision—much like Cole and Wilde’s 1994 Strategic Plan that embraced it—and has similarly evolved as opportunities and setbacks have presented themselves. As noted earlier, Armour Academic Center is really the only significant departure from the original Master Plan, the product of much input from the school community, particularly from the faculty, that emphasized that Baxter had to be replaced. Nevertheless, Armour was smoothly integrated into the Master Plan, bringing even greater weight to the new academic campus centered on Commencement Lawn. That space, now bordered by Armour to the north, Pratt House and its new, dramatic overlook to the east, Andrews Chapel to the south, and Cushing and its new, inviting Keyes Garden to the west, is today the center of daily life. With Werner Centennial Center and the visual arts studios adjacent, Cushing remains the grand old dame of the campus, just as it was when William Lee Cushing first came to Simsbury from Dobbs Ferry. Gund had originally located a new dining facility in the space next to Baxter where Wyckoff House, long

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occupied by Rob Rodney and his family, stood; the removal of Baxter has fortuitously created an even grander space for a prospective dining hall opposite Cushing in the future that would return the Sixth Form Lawn to prominence and complete the enclosure of the academic commons. In 1996, the renovation and development of Gund’s residential quarter of the campus imagined in the Master Plan began. Supported by a $3 million anonymous gift, an additional $4 million raised from members of the Board of Trustees, and a bond issue of $10 million, Edge House was constructed, Memorial Hall was gutted and entirely renovated, and Jackson Rink was enclosed. Named in honor of Walter Edge, who had privately told Alan Brooks and Graham Cole that he had named Westminster School as a beneficiary in his will, 6 Edge House, the first Graham Gund-designed building after Werner Centennial Center, also drew on the original campus design elements of Cushing Hall and so was the beginning of Gund’s efforts to truly mend the fabric of Westminster’s campus aesthetic and implement his Master Plan. With its large windows, soaring main stairwell, wider and higher corridors, creative integration of private and public spaces, and substantially improved faculty housing, Edge House represented a great leap forward in the school’s residential facilities. It also represented the school’s new relationship with builder Bartlett Brainard Eacott, a relationship that has lasted to the present day and has proved enormously productive as the firm clearly understands the school’s goals and Gund’s vision. Bartlett Brainard Eacott, in fact, has been involved in the early planning process of each major project over the last two decades, leading to much creative collaboration and substantial cost savings. Memorial Hall, first built in 1927, was stripped to an empty shell and rebuilt entirely from the inside out according to Gund’s design, like Edge House reinforcing the original campus Tudor style. The Memorial project reduced the dorm’s student capacity to roughly two-thirds what it had been (which had in some years approached seventy students) and utilized the resulting space to emphasize, as had been done in Edge, greater public spaces, expanded faculty housing, and a more livable and welcoming environment. Memorial was also the only great hitch in the school’s projects over the last twenty-five years. It was the one project not worked on by Bartlett Brainard Eacott, and was planned to be a fast-track job run by another contractor specializing in such demanding jobs. Those at Commencement in May 1996, which took place on the quad that year, well remember the building materials and heavy equipment waiting and ready to go the moment the ceremony ended, and the dust flew at the end of May as the project began. Theoretically, the project 6. At the time, neither Cole nor Brooks knew precisely what this meant. Edge’s lawyers had suggested that the gift would be of the watermelon farmland, which was privately appraised by the school between $3 and $5 million. Alan Brooks and Paul Winship had kept in close touch with Walter Edge over the years, and in the 1980s and 1990s it was Brooks who carefully nurtured the school’s relationship with Edge.

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Edge House, designed by Graham Gund ’59, was completed in 1996 and became the model for student housing. was to be completed in time for the opening of school in September, but that did not happen as delay piled upon delay; instead, students slated to be housed in Memorial lived with faculty for several months in the fall of 1996 until Memorial was completed in November. Not surprisingly, many of the boys found this experience one of the most memorable of their time at Westminster, giving them the chance to live closely with faculty and their families. The school also substantially renovated its other student and faculty residences and acquired four new faculty homes, but the last major project of that year, lost perhaps in the exciting construction of Edge and Memorial Houses, was the full enclosure and renovation of Jackson Rink. No longer as isolated as it once was, with the new tennis complex, Hovey Field, and the new grass fields opening up the area to the north of Williams Hill, the rink is, in an age of often excessive and elaborate independent school rinks, one of the most beautiful rinks in New England. Its sweeping wooden arches, walls of glass, and intimate spectator seating make it a perfect setting for hockey games, which routinely generate enthusiastic and supportive crowds. It was named for Mike Jackson ’49 upon his retirement in 1996, a perfectly fitting tribute to a man who for years ran the Zamboni crew and made Westminster’s glassy ice famous around New England. Jackson, the Senior Master at his retirement in 1996, taught math, coached lower teams, was revered by students, could build (including one faculty home) or repair almost anything, and mentored countless faculty members during his forty-one years at the school. The plaque dedicating the rink to him bears a simple epigraph, “He gave his life to his school,” and nothing could more

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completely capture his service to Westminster. It is for Jackson, together with Dick Hopley who was with the school from 1958 to 1987, that the seasonal athletic award for the lower team with the best season is named. Jackson passed away in July 2013, but the rink will continue to stand as a living memorial to his great gifts to the school. Jackson would certainly be pleased with the impressive success of the boys’ and girls’ hockey teams of late; he always had a close eye on the ice and a hand on the compressors whenever he visited campus. As the school let the dust of 1996 settle a bit and digested the full impact of the Edge Gift, and while the Board began the process of revisiting the 1994 Strategic Plan, 1997 and 1998 were relatively quiet years in terms of major campus construction. That pause ended in 1999, which saw the beginning of the reorientation of the campus according to Gund’s Master Plan and a substantial investment in the school’s athletic facilities over a period of four years. Gund’s first step was to build his dramatic new entranceway to the school. The John T. Perkin Memorial Drive, named for the father of three Westminster alumni and roughly eight-tenths of a mile long, sweeps gracefully up the south side of Williams Hill, behind Edge House, and provides a new view of the quad. Rather than coming up behind Andrews House and facing the nondescript wall of Pettee Gymnasium, visitors to campus now were presented with a greater sense of the entirety of the campus, a view that would grow more impressive as the campus developed under the Master Plan. In order to free space for the new drive, the old tennis courts were removed, setting the stage for the creation of Gund’s new athletic commons on the northern and western sides of Williams Hill. This roughly triangular zone, anchored by a new softball field and the new 14-court tennis complex in the northeastern corner of the campus, the Kohn Squash Pavilion at the top of Perkin Drive on the western side of campus, and Osborn Baseball Field to the north, embraces all of the school’s athletic facilities. This area is to the left of the top of the new drive, while the residential commons is to the right and the academic commons straight ahead. Thus the new drive—after Edge House, the first great project undertaken in the Master Plan—delivers everyone, members of the school community and guests alike, when they arrive at Westminster to the very heart of the campus with views of all three major areas of school life. The rich and vibrant community all about them, then, immediately affects all arriving on campus with the spirit and character of the school. The first step taken to establish the planned athletic commons, the new tennis courts stretch the campus down into the hollow, past Jackson Rink and behind Williams Hill north of the academic commons and into formerly wooded and underused spaces. Individual courts bear the names of coaches John Gow and Peter Briggs ’71, as well as alumna Chase Haynes ’03, and are anchored by the Watson Family tennis terrace in the middle. The new courts are physically

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linked to Jackson Rink and the existing fields on the northwest part of the campus by an access road and two new athletic fields built in the woods to the northwest, one of which is named for longtime boys’ soccer coach and Director of Studies Geoffrey Wilbraham and the other for Roberts Harrison, Jr. ’71.

The following year, the magnificent Kohn Squash Pavilion further defined the new athletic area of the campus. Situated roughly where the old tennis courts were, Kohn now is the western cornerstone of Gund’s new athletic commons and greets visitors to campus at the top of Perkin Drive as their introduction to Westminster. Dedicated in 2000 to Bernhard “Buz” Kohn, Jr. ’66, a trustee and a Westminster parent, Kohn features eight international courts, a dramatic viewing platform at its center, and locker and other facilities. Replacing the old squash courts in the expanded Pettee Gym complex, Kohn is an impressive upgrade to the school’s squash facilities and has supported strong squash programs on both the boys’ and girls’ sides since opening in 2000. The same year, the new Michelini Football Field and the Brooks Family Track surrounding it were added at the heart of the new athletic commons, perched above the hollow and connected via a landscaped overlook to the newer fields below. This was done in preparation for the construction of the Sherwin Health and Athletic Center, named for Chairman of the Board of Trustees Jack Sherwin. Sherwin, deeply committed to school, delivered one of the most memorable commencement addresses in the school’s recent history in 2006—about his own failure to graduate with his classmates—and enjoyed a close and productive relationship with Graham Cole. That relationship and Sherwin’s support for Westminster are also honored in the John Sherwin Jr. ’57 and W. Graham Cole Jr. Chair, awarded to Greg Marco in 2010. The SHAC, as it is affectionately known, sits at a right angle facing the heart of campus and was completed for the 2003 school year. It houses the Hibbard Aquatic Center, named for long-time trustee Kearny Hibbard ’55, as well as a fitness center with dramatic views over the athletic fields and a new health center that far better serves the community than had been possible in the old infirmary in Cushing. Osborn Baseball Field, honoring James E. Osborn ’44, was completed in 2006 on the farther northern edge of the older field complex, and with it the essential triangular shape of the athletic commons was complete: Kohn to the tennis courts to Osborn. The most significant addition to the athletic fields and facilities since 2006 is undoubtedly Hovey Field, a turf field complex that can host soccer, field hockey, and lacrosse games, including night games. Completed in 2012 and located between the tennis courts, the hockey rink, and the athletic fields, Hovey Field fills a key gap in both the athletic landscape and program. Named for longtime teacher, coach, and corridor master Dave Hovey and his wife Jenks, Hovey Field has already proven itself an important gathering place for the school community in support of its teams.

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Aerial view of athletic facilities and fields in 2005 (top); the Kohn Squash Pavilion (above, left); and the Jackson Hockey Rink (above, right).

Hovey Field completed the transformation of almost all of the school’s athletic facilities, a process that began in 1994 with the addition of the Three Seasons Facility to Jackson Rink and ended in 2012. In eighteen short years, Gund’s vision of a distinct, unified athletic quarter of the campus was almost fully realized. With new tennis courts, new fields for every sport, a classic New England hockey rink, a pool, squash courts, and a fitness complex without equal among its peer group, Westminster athletes now train and compete on first-rate facilities. Together with an admissions effort to attract top athletes, Westminster has been able to continue, and build upon, its long history of athletic excellence in a wide range of sports. Nowhere has this been more evident than in girls’ athletics, where the school’s teams are regularly ranked among the very best in

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The Sherwin Health and Athletic Center, completed in 2003, including the fitness center and the Hibbard Aquatic Center. New England and regularly compete for Founders League and New England championships. The boys have enjoyed similar success, particularly in hockey and lacrosse. More importantly, these facilities allow Westminster to continue to support and field lower teams across the spectrum of the program and compete very successfully against its much larger peer schools. Lower team athletics continue to be an important part of the Westminster community experience for the majority of the schoolâ&#x20AC;&#x2122;s students, as playing on a lower team coached by dedicated and invested faculty and competing in the black and gold is, for many students, the only time, and probably the last time, they will do so. It is on lower teams that these students benefit from the bonding experience that only team sports can provide, and it is on Westminster lower teams that the spirit of grit and grace lives in its purest and most undiluted form. Certainly, the school did not invest exclusively in athletic facilities during this period at the turn of the new century. Renovations and upgrades to existing residential halls and other facilities continued, including substantial renovations to Cushing Hall. In addition to front and rear entryway improvements meant to

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return Cushing to its prewar appearance and elegance, in 2004 the new College Counseling Office replaced the old Cromwell Infirmary space. The infirmary, which had moved to its new, larger location in the SHAC, left vacant the entire first floor of that eastern wing of Cushing. This created a perfect location for an expanded college office, with ample space located in a high student traffic area of Cushing and between the residential and academic commons on campus. While the old college office had been a single room lost in Cushing and college counselors often found themselves scrambling for scarce free space to work with students and host visiting college admissions officers, the new facility boasts four offices and a resource and meeting room for this increasingly important school department. 47

Hovey Field, dedicated in 2012 to Dave and â&#x20AC;&#x153;Jenksâ&#x20AC;? Hovey, is a synthetic, lighted turf designed for field hockey, soccer and lacrosse.

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This expansion of the office has coincided with an increasingly competitive college admissions process over the past two decades. That Westminster students matriculate to the nation’s top colleges is evidence of both their impressive credentials and the very good work of this important office. The College Office begins working closely with students in their Fifth Form year and guides each student and his or her family through a complicated and often anxious process. The office maintains important relationships with schools across the country and oversees Westminster’s long participation in academic merit scholarship programs such as the Jefferson Scholars at the University of Virginia and the Morehouse-Cain Scholars at the University of North Carolina Chapel Hill. The new Cromwell wing college office space, made possible by a gift from the graduating Class of 2004, has been a key addition to Cushing. During the financial crisis of 2008 and 2009 and the resulting economic downturn—the second in less than a decade—and having made substantial progress on the athletic commons, the school’s efforts with respect to the Master Plan focused on the planning and construction of Armour Academic Center. The crisis put tremendous pressure on the operating revenues of the school, as the endowment lost 12% of its value in 2008 and almost 25% in 2009, falling from a high of almost $90 million in 2007 to just over $60 million in June of 2009. Annual fund dollars experienced a similar decline after a succession of record years, dropping to $2.1 million in 2009 after an all-time high of $2.4 million in 2008. This represented a slight pause in the otherwise dramatic growth of the Annual Fund since 1989, when the fund totaled just under $600,000. Through energetic leadership and an expanding development office professional staff, the fund topped the $1 million mark in 1999 and the $2 million dollar threshold in 2005. The fund resumed its steady growth after the crisis passed in 2010 and raised more than $2.5 million in 2013. But in 2008 and 2009, revenue pressures necessitated a temporary increase in endowment draw authorized by the Board, and through skillful managing of operating costs by Tom Earl and his staff and some difficult decisions on the part of Headmaster Cole and the leadership of the school, including a salary and wage freeze and a necessary reduction in faculty and staff, the school was able to balance the budget (sustaining a record of more than two decades of balanced budgets) and continue to move forward on the Armour project. This was not an easy time for the school. In addition to the reductions in faculty and staff and the general effort to control operating costs as operating revenues suffered, great strains were put on the financial aid budget managed by Jon Deveaux, Mitch Overbye, and the rest of the Admissions Office staff. The Board and the school, however, made the critical decision to honor its commitments to student families and invest in the school community by making every effort not to lose any students for financial reasons during this period. With this commitment, the financial aid budget actually increased between 2007 and

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2010, to $3.5 million from $2.9 million, with 31% of Westminster’s students receiving some assistance. It should be noted, too, that this was in the middle of the Building Grit and Grace Campaign, and the good work of the Alumni and Development Office staff under Director Scott Stevens, including Maggie Pinney, in moving that campaign forward cannot be overlooked. By 2010, and despite two significant economic crises, the school had succeeded in nearly completing two of the three pillars of Gund’s Master Plan. Though it had been amended and adjusted, in the main it had remained much the same as it had been when inspired by the 1994 Strategic Plan. Gund’s vision of an expansive and pastoral campus was well on its way to being realized. A new academic commons was opened with the Armour ribbon-cutting in September 2009, and new athletic facilities awaited only the 2012 opening of Hovey Field. The Plan does foresee a new dining hall, capable of seating the entire school and imagined to occupy the space where Baxter once stood. This would maintain Cushing Hall as the center of the daily life of the school and return the Sixth Form Lawn to its special prominence, a priority and great concern of many alumni. While Armour was under construction, the school did discuss at length, both internally and with alumni, the fate of the Sixth Form Lawn: whether to move it to a new location or leave it where it is. The decision, almost unanimous, was made to keep the Lawn in its historic location with an eye to the future; when a new dining hall is built, likely to include a student center, a school store, and a mailroom among other community life spaces, the Lawn will once again be a special gathering space for Sixth Formers. Such a building, centrally located and commanding an unparalleled view of the valley below, designed in Gund’s distinctive Westminster aesthetic, would complement Cushing and Armour on the eastern end of campus, complete the academic commons, and would, without a doubt, become a focus of daily community life. The Lawn Ceremony remains an important ritual and rite of passage for rising Sixth Formers and the Lawn, as always, is respected by faculty and lower formers who have not yet been extended the privilege of the Lawn. A second major structure—a field house—is also included in the Master Plan. This building would link the SHAC and the Kohn Squash Pavilion and include basketball courts and locker facilities in an athletic building overlooking the upper fields. The existing gym would be torn down, opening up a dramatic vista of the hollow and the lower athletic fields and Jackson Rink. But both a potential dining hall and a field house are on the horizon as the school’s attention in recent years has shifted to the third of Gund’s grand commons, the residential neighborhood at the southwest corner of Williams Hill. In 2011, at the outset of Bill Philip’s tenure as Headmaster, the school community did not anticipate any new projects of great significance in the near

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future. The Armour project had been a significant disruption to campus life, and another effort of such magnitude so soon might overwhelm the community. Another concern was the added debt that would be required to fully fund a new dorm project. The school had already borrowed some $46 million to fund the many projects completed since 1994, and because of the decline in the endowment in 2008 and 2009, the school’s debt-to-endowment ratio, a key consideration in the school’s financial credit rating, had risen to a manageable but historically high 68%. Debt service, too, was consuming more and more of the operating budget.

By 2011, however, with the recovery of the market and the endowment, the support of rising annual giving and modest tuition increases backed by a strengthening admissions environment, the continued conscientious management of operating costs by the business office, and the retirement of some of that debt, this key ratio had been reduced to a far healthier 50%. Still, the enormous success of the Building Grit and Grace Campaign, celebrated in 2010 at the same time as Cole’s retirement, suggested that the time was not particularly right for the launching of new fundraising efforts. These considerations were trumped, however, by an anonymous gift of $10 million received in 2011 specifically for new residential facilities. Together with this lead gift, the school in 2011 and 2012 quickly raised $6 million from Board members, alumni, parents, and friends of the school and arranged an additional $6 million in new debt in a long-term private placement with a local bank and Connecticut’s CHEFA program. With funding in place, groundbreaking for the construction of two new residential halls began in the summer of 2012 with the buildings to be ready for the opening of school in September 2013. This gift reignited the Master Plan’s commitment to a new residential commons centered on the quad at the top of Perkin Drive. The $22 million project included two new residence halls, similar in plan to Edge House but slightly larger. In August 2013, Headmaster Philip announced to the school family that the new residence halls would be formally dedicated in the coming September to master planner Graham Gund and S. Harris Squibb, who had served on the faculty from 1948 to 1980 and gave his name to one of the school’s most meaningful athletic awards. In transferring the Squibb House name to a new building, the school preserved an historic link to the much-loved residential hall it replaces. Designed to replace the existing Squibb House and Andrews House, which had framed the quad in their own particular style since 1949 and 1953 respectively, the new student and faculty residences embrace the traditional campus harmonies emphasized by Gund in the Master Plan. Housing forty-nine students and four faculty apartments each, the new residence halls will be the largest such buildings on campus. With multiple common areas, kitchens, and study spaces, Gund House and the new Squibb House

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mirror Edge House’s community and family design. Bright and airy, with large windows allowing in much natural light throughout the day, and large, open shared spaces, the buildings are a significant improvement over the traditional “railroad car” design of Andrews and the old Squibb, and create precisely the kind of intimate, friendly, welcoming spaces Gund has incorporated in all of his Westminster designs. Like Armour, Gund House and Squibb House are entirely green, with geothermal heat exchange systems, environmentally sensitive materials and construction techniques, and other considerations. As with all Westminster projects, the new buildings benefit from the consistency afforded by the same core members of the Construction Committee that led the design and construction of Armour, in this instance joined by Director of Residential Life Tony Griffith. Individuals such as Gund Partnership architect John Prokos, Tom Earl, Joe Gitterman, and Steve Andrean of builder Bartlett Brainard Eacott were once again invaluable in an important Westminster project. Gund House is sited to the right at the top of the hill, forming a gateway with Kohn Squash Pavilion at the top of Perkin Drive to the quad and the campus, a

The new Squibb House opened, along with Gund House, in September 2013.

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far grander and more appropriate entrance than existed under the old campus arrangement. This re-imagined green space, the core of the campus at the junction of the academic, residential, and athletic commons, will henceforth be known as Baxter Lawn, as was announced in August 2013, coincidentally with the naming of Gund House and the new Squibb House. Here, too, the school has preserved an important link with its past. Charlie Baxter ’37, a trustee from 1952 to 1976, in addition to his and his family’s already considerable support for the school, was instrumental in securing a substantial gift to the school from the Andrews Foundation in 1953, at the time the single largest benefaction in the school’s history. The Andrews-Baxter family also played a significant role in the construction of Baxter Academic Center and Andrews Memorial Chapel in the 1960s. Now, upon arriving at the top of Williams Hill, the effect will be of entering a true, contiguous space, both from an organizational and architectural perspective. Coming to campus is analogous to entering a traditional New England town, with its many “quarters” reaching out from a central green. The new Squibb House is located on the former site of Wyckoff House between Andrews’s and Baxter’s old locations. Squibb House reaches out more into Baxter Lawn than did Andrews House, breaking the box-like, linear design of the old lawn and reshaping and pushing it a bit west as a teardrop space, more clearly emphasizing the boundaries of the residential quarter of the campus. As conceived by Gund, a new dining hall built in the future on the old Baxter Academic Center site would, with Cushing Hall, the Sixth Form Lawn, and Werner Centennial Center, tie the residential and academic commons closely together while maintaining their distinctive organization. 7 While a third new dorm to replace Milliken House was contemplated as part of this project, it was ultimately postponed (but one senses not indefinitely) as two major building projects in that corner of campus and funding concerns both argued for a delay. When the Class of 2017 is greeted by the Sixth Form at the top of the drive for Opening Days in September 2013, they will be entering a vastly different space than the Class of 1989 alumni returning to campus to celebrate their 25th reunion in May will remember. Perkin Drive and the new, dramatic opening to the campus will present a far different and more resonant introduction to the campus, as students and their families pass through a metaphorical “wall” created by the drive and the gateway of the new dorm and Kohn. But this wall will be open, permeable, and natural and thus both distinguish the opening of campus and also reinforce the openness and inclusiveness of this community. Cushing Hall will be the same, though it has enjoyed several facelifts and the

7. Gund had originally conceived of a future dining hall on the site presently occupied by Pettee Gymnasium above Jackson Rink and the new athletic fields. The new Baxter site is now under consideration because of its proximity to Cushing Hall and the opportunity to incorporate dramatic views of the Farmington Valley.

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Sixth Formers of the Class of 2012 greet arriving students and parents at the top of Williams Hill. renovation of its interior spaces, notably its main entryways, Fearn Hall, and the new College Office. Timken Student Center has been painted and expanded. Pettee Gym and its newer additions are as they were, though new paint, landscaping, and a new courtyard have altered their outward appearance. Likewise Andrews Memorial Chapel, but the creation of the new academic quarter of campus sets it more clearly apart opposite Armour, emphasizing its important role in the community life of the school. Of the residence halls, only Milliken House, built in 1972 and tucked in the far southwest corner of the campus, somewhat shyly peeking over the crest of the hill, remains. No fewer than seven significant new buildings sit atop Williams Hill: four new student and faculty residence buildings, including the renovated Memorial House, Armour Academic Center, the Kohn Squash Pavilion, and the Sherwin Health and Athletic Center. Virtually every other building has been renovated and updated. Fourteen new faculty houses dot the campus. Gone are Squibb and Andrews Houses, Baxter Academic Center, and the many smaller buildings and houses removed to make way for the Master Plan. New athletic facilities reach out across the Hill and into the spaces beyond. The campus is overall a brighter, more open, warmer community space. And all of this has been accomplished in a quarter century, led by a committed Board of Trustees, the energetic leadership of three headmasters, the support of great friends of the school, and a Master Plan and a master planner all with a vision, sensibility, and love for this school. All have contributed to a unique and special physical space celebrating a community with core values that are far older than the buildings themselves. It is, at its heart, a place that William Lee Cushing would still recognize as the home of the true life.

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A look into the French classroom of Sara Deveuax in Armour Academic Center.

Lee Zalinger teaching in one of the new science labs in Armour Academic Center.

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4 “Wood That Needs Igniting” So wrote the Greek historian and essayist Plutarch in his On Listening to Lectures more than two thousand years ago. Teaching and learning—the igniting of the wood—both inside and outside the classroom have always been at the very heart of Westminster’s mission. For the first hundred years of the school’s history, teaching and learning at Westminster was practiced and accomplished in much the same way: teacher, student, and classroom. Consider this: a faculty member or student would almost certainly feel equally at home in 1989 as they would have in 1964 or 1939 or even, within a reasonable stretching of credulity, 1888. True, the school was larger in 1989 than it had ever been, and coeducation was at that time in its seventeenth year. But the essential experiences of boarding school life—the classroom, the residential halls, athletics, and the community— were largely unchanged during most of the twentieth century. A physics class, for example, was likely to be based on a textbook and a master’s lectures, with classes arranged so that desks faced a chalkboard on which formulas were written and concepts extrapolated. Perhaps the room included some lab facilities for rudimentary demonstrations. Similarly, a French class likely involved grammar and vocabulary homework, perhaps supplemented by readings in a text, with class time listening to the teacher’s gentle correction of students as they repeated verbatim words and phrases or as they led a discussion of construction and meaning. If the lesson required wider explanation, again the chalkboard represented more or less state-of-the-art technology. This is not so in 2013. While a teacher or student from fifty years ago would find a school of like-minded souls hard at work today and the school’s community and core values familiar and comforting, the actual day-to-day process of teaching and learning at Westminster has changed far more in the last twentyfive years—even the last ten years—than our time-traveler could possibly imagine. Consider, first, the impact of technology. Classrooms in Armour today are far more flexible and have access to a far wider variety of teaching materials. Awash in natural light, they welcome the world outdoors into the classroom and create much more inviting and energizing spaces. The chalkboards are gone, as is the lingering dust and taste of chalk, bane of the master teacher for generations, replaced by “smart” whiteboards that can function as computer and video screens as well as transpose work from class into a digital version in real time for students. Gone, too, are the rows of desks and affixed seats, replaced with tables and ergonomically designed chairs that can be easily moved to accommodate lectures, seminar-style seating, collaborative work, or individual assessment. Wireless Internet access connects teacher and class seamlessly, allowing

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students to work together, participate in peer review, or in an instant research needed material. Classes are no longer “sage on the stage” affairs, with teachers expounding and students furiously taking notes, often incomplete and indecipherable, in composition books. Instead, technology and architecture have relieved teacher and student of many obstacles to learning and combined to create true student-centered classrooms where critical thinking and analytical expositional skills can be developed.

The students themselves are brighter, more capable, and from more faraway places, demanding more from the faculty and the school. The expanded Admissions Office under Jon Deveaux has done an exceptional job attracting talented and capable students to this program, as Westminster has become an increasingly selective and elite school. The school’s growing financial aid budget is a factor, as is the office’s greater investment in marketing the school and traveling to meet with prospective families. But the school’s reputation is the primary driver of this rising popularity. In 2012, the school accepted 279 students from 1,175 applications (a record number), a rate of 24%; this compares with an acceptance rate of 60% (of 494 applications) in 1989 and of 48% (of 619) in 2000. Of the 279 students accepted to the Class of 2016, 138 chose Westminster, many over schools in the Founders League or around Boston, with which, historically, Westminster has not competed very well. Clearly the school’s message of community, core values, and the true life resonates with these students and their families. Since 1989, more Westminster students are likely to come from around the country and the world. In 2013, students came from twenty-six states and nineteen countries, producing a student body that was quite a bit more varied than the overwhelmingly regional community of twenty-five years ago. The Westminster community has long benefited from the ASSIST (American Secondary Schools for International Students and Teachers) program, which brings talented students from abroad to school for a year, and from the ESU (English Speaking Union) program, which brings students to Simsbury from British schools and provided opportunities for Westminster students to take a postgraduate year at a school in Great Britain. In 2008, Westminster was named one of only five independent schools to participate in the Davis Scholars Program and the Davis International Scholars Program. With partial funding from the Shelby Cullom Davis Charitable Fund, the first of these programs brings outstanding students from within the United States to school who would not otherwise have the opportunity to attend an independent school or perhaps go on to college. The second program aims at bringing exceptional foreign students to Westminster. Under the direction of admissions officer Kimberly Pope, the Davis Program has been very successful in increasing cultural diversity on campus and has brought several truly outstanding young people to Westminster.

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The first class of Davis Scholars, members of the Class of 2010: Martha Zamora (California), Vladimir Bok (Czech Republic), Nabi Hassanzoy (Afghanistan) and Kwaku Akoi (Ghana), in 2008.

The school’s program, academic and otherwise, has evolved much since 1989. Students have available to them an academic program that is far more rigorous and demanding than alumni of the 1980s and before will remember. The class day reaches deeper into the afternoon, there are more Advanced Placement and honors courses taken by more students, the athletic program is more demanding of top studentathletes’ time and energies, and expectations are greater with respect to co-curricular involvement. All of this translates to a longer day requiring greater commitment and focus from all students and faculty.

A typical Westminster student in the Class of 2013 likely took a handful of Advanced Placement (AP) courses during their career, achieved proficiency in higher order math, took several years of history and science, took four years of a foreign or classical language, and benefited from the school’s exceptional English program. The most accomplished students likely took six or more APs, reaching the highest levels in all academic departments. Their afternoons were consumed with the many, and increasing, opportunities afforded by the school’s co-curricular program. Although athletics remain the largest component of that program, with competitive first and lower teams throughout, community service, independent studies under the guidance of master teachers, or time spent pursuing individual passions in the visual and performing arts or other areas are increasingly popular. Family-style meals still bring the community together each week, as does the Chapel program and other all-school events. In a given week, students might gather in Werner Centennial Center to hear from an expert on climate change or to see a performing artist, or in the Gund Reading Room of Cole Library to hear the Westminster Poet read from his or her work or a classmate speak as part of the Friday Night Lecture Series. Evenings are spent in quiet study, either in the residential halls or in Armour, with the day coming to an end around 11 pm.

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The arts are an essential part of the Westminster experience as well. Whether among the performing artists in the magnificent Werner Centennial Center or the visual artists in the adjacent Hamilton Art Studios on the east end of Pettee Gymnasium, a visitor has the clear sense that the arts thrive at Westminster School. Werner, a facility without equal among New England schools, regularly hosts plays and musicals staged by students and visiting artists that attract audiences far beyond the Hill. This is a continuation of the school’s long association with the peforming arts. In the school’s earliest years, patrons of the Westminster theater would travel from New York City to see the productions of Tom Cushing, son of the founder, before his departure for Broadway in 1920. Cushing’s plays were extravagant affairs, often previewing on Williams Hill before traveling to New York, and many were impressive enough to convince admirers of young Cushing to make the long train ride from Grand Central Station to Simsbury to see them. More recently, led by L. Dean Adams for many years after the opening of Werner, with The Wiz the inaugural show, the Dramat Society has presented a string of remarkable productions that regularly entertain the school. Hosting the regular term-ending Chorale, Chamber Choir, and band concerts, as well as visiting artists (including many alumni such as James Smith ’01 and Tuey Connell ’86), Werner insures the vitality of the performing arts at Westminster. The same can be said of the visual art studios, where the school’s architecture and design program flourishes, as it has for many years, under the very popular Ray Gustafson, and where Westminster painters and sculptors pursue their unique visions of the world around them. In spring 2013, as part of the school’s 125th anniversary celebration, Baxter Study Hall in Armour was retrofitted as a gallery space and displayed the works of seventeen alumni artists of regional, national, and international reputation for the benefit of the community and the public. This was the first time such an event had been staged on this scale, and a centerpiece of the show was a sculpture by Joe Gitterman installed directly outside the large windows of the Armstrong Atrium, a fitting tribute to a man who has done so much for the school in terms of the art and architecture of the campus. The basement of Andrews Memorial Chapel, formerly used as classroom and student activities space, has been similarly transformed into a gallery space. Under the leadership of artist and art teacher John Sandoval, the gallery had its inaugural show in the fall of 2013, featuring the work of faculty and community members including Sandoval, Jane Toner, Whitney Barrett, and Kerry Kendall. Athletics remain at the heart of the school’s afternoon co-curricular program, but they, too, have changed dramatically over the last twenty-five years. Informal sports are still a very important part of school social life. The Martlet Mush in the fall gathers the community to run the cross country trail, promising a welcome New England reward of cider and donuts at the finish. The winter and

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spring feature alumni game days and the annual spring stickball tournament is still a tightly contested event. At any given moment, Westminster students can be found at play on Baxter Lawn, the tennis courts, in Kohn, in the fitness center, or at the rink playing shinny hockey. First Team athletics have grown considerably, in all ways, since 1988. The school recruits elite athletes much more aggressively than ever before, and financial aid monies are dedicated to bringing these athletes to Westminster. Careful consideration of each candidate is part of that process. It is important to the school that the particular athlete is a good fit for Westminster, will embrace the school’s values, and will contribute to the community in many ways, not simply pursue his or her particular passion in isolation. As a consequence of this program, largely evident in the last decade or so, the school fields teams in several sports that compete, and win, at the highest New England and national levels. The boys’ and girls’ hockey teams, squash teams, lacrosse teams; the boys’ soccer team; and the girls’ field hockey and softball teams have all won Founders League and New England Championships since 1989. Westminster athletes are in turn recruited by the very best colleges and universities in the country, regularly competing at the Division I and Division III levels. An impressive number of those athletes go on to captain their college teams, a measure of the leadership skills and selfless dedication to the greater goals of the team learned at Westminster, clear evidence that grit and grace resonates far beyond the Hill. One recent anecdote illustrates the quality of the young people who have come to Westminster to participate in the athletic program. In July 2013, Ben Smith ’06 brought to Williams Hill the National Hockey League’s Stanley Cup, which he won as a member of the Chicago Blackhawks. Ben, one of four brothers, all of whom had exceptional careers at Westminster, was an outstanding student, an integral part of the school’s choral program, and a starting first baseman on the baseball team. As Junior Prefect and President of the Sixth Form, he was a powerful and influential presence on campus. He went on to play hockey at Boston College, winning two NCAA Championships and being named Assistant Captain in his senior year. Ben’s story, though exceptional in terms of his successes, is not exceptional in terms of his character. Many Westminster athletes made similar broad contributions to the school community during their time here, embracing the true life. Overall, in 2013 students are far busier, and are pulled in a variety of ways and challenged with new and greater responsibilities, than ever before. That they do so successfully is a testament to both the students themselves and to the faculty, who are ever-present to support them. Though some express concern about the pace of life on the Hill, Cushing and his generation would certainly recognize the benefits of asking much of Westminster students in the context of a nurturing, true life community. Responding to this new reality, the school continues to examine the traditional aspects of the schedule and program. Some

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Ben Smith ’06 poses with a young fan and the Stanley Cup in Armstrong Atrium, July 2013 (top). Joe Putko ’08 giving a chapel talk in Andrews Memorial Chapel (center, left). Sixth Form pins of the Class of 2014 (above). Family-style dinner table led by Associate Director of Admissions Mitch Overbye (left).

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changes have been made. The daily and evening schedule has been altered in the last several years in recognition of the pressures modern students bear, as the day starts a bit later and most students are in their halls earlier in the evening than before.8 Though family-style meals are still weekly events that bring students and faculty together, they happen somewhat less frequently than in the past. Sunday Chapel was discontinued in the early 2000s, as concern over Sunday morning services as true community gatherings, with day students at home and many boarders away from campus, and the increasing demands of the typical student’s week suggested that the Chapel program and the school would be better served by meeting twice, without fail, during the school week. Those meetings, on Tuesdays and Fridays, remain important community moments as one of the few times the entire school gathers to hear a student, faculty member, or visitor speak on matters of personal experience, pressing national or world issues, or faith. But important continuities with the past remain and still define the unique character of Westminster: the dress code of coat and tie for boys and comparable attire for girls brings a seriousness of purpose to the academic day; the Sixth Form still occupy their traditional pews, serve at family-style meals, enjoy the privileges of the Sixth Form Lawn, and take leading roles on their corridors, in Armour, and with their teams and organizations; the school hymn and the Westminster Recessional still ring out in Chapel. Certainly, some old traditions are gone—black ties and yellow ribbons were last burned in 1993—but new ones have emerged. In a tradition inaugurated by Graham Cole, Sixth Formers now wear a form pin, which they have designed and which is awarded at a special ceremony on the Sixth Form Lawn in September of each year by alumni faculty. Bill Philip introduced a Sixth Form Flag, identical to the design of the form pin, that is borne by the Sixth Form on occasions throughout the year, most notably by the School Prefects to announce Hill Holidays. Alongside these talented young people, it is the faculty—teaching, living with students in the residence halls, coaching, and working alongside students in a widening array of co-curricular programs—that are the living soul of Westminster. Historically, in the classroom Westminster’s teachers operated in the grand tradition of independent school master teachers: passionate and well-educated in their fields of interest teaching in a classroom that was their exclusive domain. The 1994 Strategic Plan, as well as all subsequent iterations, made faculty

8. Older alumni may wonder about the end of the “fun 45” in 2008. This forty-five minute break from study, prior to the 10 p.m. dorm check-in on school nights, had long been a staple of student social life. Students would visit Timken Student Center or gather on what is now Baxter Lawn. But after carefully considering the results of several studies on adolescent sleep patterns, brain function, and time management, the faculty voted to end the “fun 45,” at the same time overhauling the daily class schedule and moving the start of the day to a little later in the morning. This has led to better sleep patterns among students, but also, not incidentally, a renewal and regeneration of corridor life as underformers now check in at 8 p.m. for the evening.

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support of all kinds—salaries, benefits, housing, and professional development—a top priority to recruit, develop, and retain the very best teachers. A hallmark of the past twenty-five years has been the school’s increasing commitment to pedagogy and professionalism in teaching. The steady voice during the 1990s in this arena was Todd Eckerson, who served as Dean of Faculty for many years. Eckerson, a Klingenstein Fellow in 1996 and an acknowledged master teacher of popular classes in ethics and moral philosophy, led the New Teachers’ Seminar for new faculty as well as the Veteran Teachers’ Seminar for faculty of longer tenure. Both groups met regularly to discuss current issues related to education, and both were important institutions for many years in encouraging faculty discussion and development. 62

The last two decades have been exciting ones for teachers in the fields of pedagogy, adolescent brain function, and the physiology and psychology of learning, and the school has moved assertively to ensure that the faculty are as welltrained and knowledgeable as they need to be. In 2010, new Headmaster Philip appointed Tim Quinn to head the Westminster Teaching Initiative (WTI) as one of his four “renewal committee” efforts. The WTI meets weekly and is a growing and popular forum to discuss and promote best practices among the teaching faculty. Westminster has long benefited from an outstanding teaching faculty of exceptional and long experience, and the WTI has led to increasing collaboration and professional development. Faculty meetings now feature weekly presentations from faculty members with teaching and learning as their focus, coordinated by the WTI, which supplement the group’s weekly meetings. Whether hearing from veteran master teachers on the rubrics of problem solving or a particular passion such as the geology of the Farmington Valley, the faculty are led to consider and discuss better ways of engaging students and developing critical skills. A highlight of the WTI calendar for the last two years has been the fall term’s Westminster Teaching Symposium, featuring presentations and colloquia on teaching and learning from faculty from Westminster and peer schools. Growing steadily, the symposium has brought dozens of teachers from public and private schools to talk about and exchange ideas on this critical topic. With new Dean of Faculty Greg Marco and new Director of Studies Bill Sistare, both of whom have played leading roles in this effort, working with the WTI (now led by Mark de Kanter, who also serves as Director of Academic Technology and took over the WTI for Quinn, alongside Nancy Urner-Berry, in 2013), the school has the leadership of the teaching faculty in place to complement Armour Academic Center. Although the number of teaching faculty has grown over the last twenty-five years, the overall number of faculty at Westminster has doubled to almost ninety, primarily as the external affairs areas of the school have grown. This was by design as, since the early 1990s, the Strategic Plans have advocated greater investments in development stewardship and marketing the school to prospective families

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consistent with the Board’s decision to more assertively celebrate Westminster’s relationships and unique community. With an admissions office that has grown from three to thirteen, an alumni and development office that has increased from Alan Brooks alone to now number thirteen (not counting Alan’s continued presence and good work), a college office with four counselors instead of one, a much more substantial health services staff, and entirely new areas of the school administration involving marketing and communications, technology support, and various support staffs for the school’s operations, the number of faculty sharing Werner’s “commitment to young people” is greater than ever. Contributing to the increasing size of the faculty have been efforts to increase the diversity of the faculty. As a coeducational school making efforts to attract an increasingly diverse student body, the school sought to build a faculty that could inspire and provide role models for all Westminster students. Women have played a principal part in this effort, increasingly occupying important leadership positions and becoming a more visible daily presence in the life of the school. Although Martha Kurtz had served as Director of Athletics in the early 1990s, when Joyce Wilson became Director of Studies in 2001, her appointment marked a new era for women in senior administrative positions at Westminster. Wilson had served as Math Department Chair since her appointment to the faculty in 1993, and her skill at leading the academic program and managing an often outspoken Department Heads committee was obvious from the start. She was soon joined by Julia Eells, who served for several years as Assistant Head, and Kate Caspar, who taught English before taking over the College Office under Cole. Currently, Associate Headmaster Nancy Spencer and Assistant Headmaster Kathleen Devaney lead a group of talented women at Westminster, a group that includes academic department chairs Sara Deveaux and Betsy Heckman, the holder of the C. Hiram Upson Family Chair previously held by Barbara Adams, and Library Director Edna Madden as well as Director of Development Maggie Pinney. There are today more women teachers, coaches, and corridor supervisors on the faculty, of all ages and levels of experience, enriching the life of the school. This trend has increased the number of faculty families on campus, a happy coincidence that has contributed to the community and the family atmosphere of the residential halls and the campus generally.9 Throughout the school, women provide a strong presence for the school’s girls, a presence that has become more and more important as Westminster’s girls themselves have increasingly risen in prominence in the student body. This has also greatly enhanced the school’s ability to productively address the particular issues of gender in society and of girls at school, an important consideration.

9. In the last several years, the school has enjoyed the many contributions of a large number of faculty children (in the 2012– 13 school year, twenty faculty children attended Westminster). Born and raised in the true life, faculty children have made significant contributions to the life of the school, with many serving as school and Head Prefects, being recognized as the school’s Outstanding Scholars at Commencement, being selected team captains and Squibb Bowl recipients (an athletic award for “grit and grace”), and leading student organizations.

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The school continues to increase the presence of faculty of color at Westminster. This has presented a challenge, as the pool of such candidates seeking to work at schools such as Westminster is considerably smaller and the competition among the school’s peers for their services is intense. But the school is committed to this necessary effort. Though over the years several faculty of color have played influential roles at Westminster, too often their tenure proved short as they moved on to other opportunities. But here, too, the school has had greater success of late, with several current faculty members such as Dean of Students Lee Huguley, Director of College Counseling Greg Williams, Director of Theater A-men Rasheed, and David Pringle ’05 establishing themselves firmly and prominently on campus. As is true with respect to the appointment of women faculty, the school can today boast a much more substantial presence of faculty of color on campus, a far cry from twenty-five years ago. Unfortunately, 2013 marked the departure of Michelle Hatchette ’05, who served as Head Prefect and returned to the faculty as Director of Diversity for two years, making a strong impression on campus. Chairing an active and assertive Diversity Committee looking at all aspects of school life and including some two-dozen faculty members, Hatchette energized students and the community on issues of diversity. Taking charge of this effort is Wilbeth Mota ’06, who promises to be equally energetic and successful. The faculty at Westminster remain, in the end, much more than classroom teachers. In a confidential memo prepared as part of the 1985 Decennial Evaluation, Don Werner worried about “the perils of professionalism” undermining the essential connections between faculty and students that are the “sure ground” upon which schools such as Westminster are based. For Werner, teaching in the late 1980s and early 1990s was becoming more about professional development, conferences, seminars, theory, and teachers more concerned with compensation, their own careers, and private time away from the school and their students. Drawing on the same sentiments he would express to trustee Joe Gitterman in 1990, he wrote that teaching is “at bottom . . . a vocation,” a calling. The real teacher, he continued, . . . works more like an amateur than a “professional,” motivated by love, a real commitment to young people and the written word, the elegance of a mathematical proof, the glories of French culture, the physical composition of the earth, the rigors of ice hockey, the thrill of making choral music.

Echoing Cushing’s faith in the true life, he emphasized that successful schools “share only one quality, the sense of people working together and caring for each other.” Concluding that this ethos requires “constant nurturing,” Werner believed that there were no useful distinctions between being “on” and “off ” duty at a school like Westminster. Although stresses and strains in this regard are today as strong or stronger than they were in Werner’s day, the vast majority

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of Westminster’s teaching faculty still live on campus, work with students in the evenings and in the co-curricular afternoon program, and advise and mentor students in a host of meaningful ways. As students see their teachers, coaches, and dorm masters living full lives outside of the classroom, as spouses and parents, athletes and artists, or simply as gardeners and dog-walkers, they learn an essential lesson about humanity and what it means to be a whole person. This is the foundation of the true life of a great school, and it lives and breathes at Westminster. Westminster benefits from an enormous number of veteran faculty, with many having been at school more than twenty years, and a very high percentage for more than ten years. This presence and commitment provides the constant nurturing of the school’s unique ethos that Werner pointed to as the key to any successful school. In 2013, the school celebrated the retirement of Senior Master Dick Adams, who had spent forty-three years on Williams Hill as a history and English teacher, corridor master, coach, Dean of Students, and finally as Dean of Faculty. Adams, a much-loved teacher, coach, and mentor, occupied the John R. Gow Senior Master Chair, which he succeeded to after Alan Brooks’s semiretirement in 2003; Brooks had assumed the Chair after Mike Jackson’s retirement in 1996, who had received the Chair from Bruce Burdett in 1989. Adams’s wife, Barbara, served as an English teacher and tutor as well as a Dean of Students and had retired a few years earlier. Together, the Adamses represented

The veteran faculty, in September 2012, who have served Westminster School for twenty years or more.

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the very best of what it means to be a Westminster faculty member, giving selflessly of themselves to their students and colleagues. Hired in 1970 by Don Werner soon after he became headmaster, the Adamses were motivated by nothing more than a love for the school and its students. For them, teaching at Westminster was truly a calling.

The Adamses are two of the many faculty who have dedicated their lives to the school, and one thinks of the late Bruce and Peg Burdett, who left the school in the centennial year of 1989, but also those who have retired in the last twentyfive years after so many years of the true life: Rob Rodney, Luis and Dora Moncada, Jerry Powers, Richard and Linda Miller, the late Mike Jackson, Geoffrey Wilbraham, José Ilzarbe, Doug Baker, Ann and Larry Gilman, the late Paul Winship, Brian Ford, Dennis Daly, Joyce Wilson, and certainly Don Werner and Graham Cole. A momentary reflective look around the dining hall at a familystyle meal or in Sejong Lecture Hall in Armour during a faculty meeting reveals many, many faculty—many young and some not so young—who are true believers in the Westminster way. Today, that mantle so ably carried by the Adamses is in good hands, and Werner need not worry about the undertow of professionalism eroding the essential ethos of his school.

The faculty “wall of fame”, installed in 2009 in Armour Academic Center, recognizes faculty members who have retired following twenty or more years of service. It currently displays 39 faculty through the decades, from W.L. Cushing to Joyce Wilson.

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This commitment to the true life continues today. There are currently twenty faculty who have served the school for more than twenty years, and several who have been at Westminster for considerably longer. They can be found throughout the school. The inspiring presence of the popular Scott Berry who, since 1971, has taught, coached, and advised hundreds of students with high standards and good humor and will assume the John R. Gow Senior Master Chair in 2013. The obvious enthusiasm of Michael Cervas in everything he does. The holder of the Donald H. Werner Chair in English and a true Renaissance man, as much an icon in English classrooms as the man he followed, Gordon McKinley, Cervas is as comfortable talking about jazz piano and baseball as he is about modern poetry. Cervas and his family came to Westminster in 1986, and his discussions of poetry are legendary, particularly among his younger students who perhaps have not experienced a classroom teacher of his intellect and intensity. Cervas is the driving force behind the Westminster Poetry Series, a program funded by the Kristin Ford ’00 family that brings a major, nationally known poet, including several American poet laureates, to campus every year since 2000. Every student in school reads deeply from the author’s works, and a two-day poetry symposium surrounds the poet’s visit to school. Such teachers are Westminster: the steady insistence on excellence of Sara Deveaux, coupled with an equal commitment of time and energy to each student’s success. The quiet intensity of Tom Earl, tempered by the compassion of Scott Stevens, for so many years leading the boys hockey program at Jackson Rink and still a great asset to the school in the business office. The inspiring patience and dedication of Rob Rodney, the master teacher of Third Formers in the History Department for so many years, as he took his charges through a Neolithic hunt or Polynesian open-sea stellar navigation lesson. The purposeful wit and good humor of Peter Newman as he engages his students, encouraging them to meet his exacting standards. The demanding commitment of Nancy Urner-Berry, which is matched only by her energy in ensuring her students achieve their potential. The generosity of spirit of Gloria Connell or Jill Loveland, who are always available to their students for extra help or an encouraging word. The fidelity to the tradition and history of the school of Dave Werner. The moral center of Pam McDonald, who gently but insistently prods the conscience of the school. The considered thoughtfulness and insight of Joan Howard. The passion of Dennis Daly, not for winning and losing—though that mattered to him—but for the young men and women he coached and worked with. Joining the faculty in 1993 and staying for twenty years, Daly taught English and supervised boys and girls in Squibb House and was Athletic Director, raising the bar in that department, but first and foremost he was a coach and a mentor of the boys he coached in football and lacrosse. His teams enjoyed their share of success, but his players recall more his love for them, for the games they played, and his investment in their lives.

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Alumni faculty and honorary alumni faculty on the Sixth Form Lawn.

It is no coincidence that Westminster has currently twelve alumni faculty; having come of age in the Westminster community, they have a deep appreciation for the values and relationships they forged here. With elder statesmen Alan Brooks ’55 and Morgan Shipway ’61, this group includes many faculty of long tenure who serve the school in a variety of ways. The “dean” of this group among the teaching faculty is Peter Briggs ’71, a graduate of Bowdoin College, who joined the faculty in 1975. Teaching history and economics, coaching hockey, tennis, and golf, and serving as a Dean of Students, it is impossible to think of Westminster over the last twenty-five years without thinking of Briggs. His involvement in school life has been universal, as he is as likely to turn up playing his guitar and singing at the annual Sixth Form SAT dinner or a student coffee house as he is urging his hockey players on with an intensity that suggests he would just as soon pull the sweater on himself. Joined by his wife, Tally, who also served on the faculty for many years, and his three children, Briggs remains a living embodiment of Cushing’s true life. Current faculty of long tenure continue the grand tradition of the true life, living and teaching at Westminster. For every Richard Miller, who was seemingly everywhere at once, occasionally atop his motorcycle, during his thirty-three years on the Hill, mindful of the school from his cramped corner office in Fearn Hall, there is a Greg Marco, for many years Director of Studies and appointed Dean of Faculty in 2013. Marco, from Maine and Colby College, has served the school since 1989. A master teacher and advisor, Marco has coached basketball and golf during his tenure and advises the John Hay Society, a parallel with Miller as well. For every Dave Hovey, there is a Tim Joncas ’00, appointed in 2004, coaching the Boys’ First Hockey Team, succeeding his mentor Tom Earl,

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and serving as Athletic Director with an impressive focus and commitment to the school. Or Assistant Head Kathleen Devaney, form dean, teacher, and coach, and her husband Mark de Kanter, master teacher and successful cross country coach. Nick and Pam McDonald, Bill Sistare, Scott and Amy Stevens, Dave Werner, Grant and MaryPat Gritzmacher, Scott and Ariel Duddy, David and Kimberly Pope, Pete and Siobhan Ulrich, Bryan Tawney, Peter Doucette, Doug Allen, Tony Griffith—they and many other faculty of ten years and more who have come to Westminster are all links in a long chain stretching back to the founding of the school. This is equally true of the school’s excellent staff. No history of the school’s past twenty-five years would be complete without recognizing the long tenure and enormous contributions of these dedicated people. Diana Evans, with the school since the Centennial and Administrative Assistant to the two most recent headmasters; Elaine Iwans, Registrar for the last fifteen years; long-time Admissions Office assistants Siobhan Ulrich and Rhonda Smith, the warm and welcoming faces in the office; receptionist Janet Reed; and the indispensible Carol Kirsch among many others come immediately to mind. The school’s food services staff, too, includes a number of remarkable people. Though the irrepressible Pat Thompson, Chris Lafrance, Chris Beckett, and Steve Morants have left the school after many years of service, the community still enjoys the good work of Paula Bragdon, Deb DiCola, Mike Carzello, Sue Bartnicki, Fran Cox, and Marie Messenger, all of whom have been with Westminster for fifteen years or more. The school’s facilities staff benefits from employees of valuable and long tenure as well, many of whom have served the school for fifteen years or more. Bill Babbitt, Jeff Brignano, James Courtmanche, Bob Locke, Gary Ransom, Mike Stein, and Chuck Stepina, who all joined Westminster in the 1990s, are but a few examples of this exceptional group, working quietly and efficiently behind the scenes and making the school, quite simply, run. The teaching faculty, more diverse and more numerous than at any time in the school’s history, have brought tremendous energy to the craft of teaching. In addition to the great investment of time and energy in disciplines that are their passions and the close examination of best practices in the classroom, the faculty has attacked head-on the challenges of a twenty-first century school. Without question, one of the most significant changes in the nature of teaching and learning at Westminster has been the revolution in technology. In the last decade, the technological change that has come to Williams Hill has been nothing less than transforming, affecting the classroom, the student and faculty residences, and the community. The infrastructure and technological capability of the school alone are impressive. There is not today a single major building on campus that does not have Wi-Fi access, and it is possible for students, virtually all of who have laptops or other Internet-accessible devices, to work on Baxter Lawn.

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Armour stands as the best example of this modern, technology-facilitated campus and was built with both existing and future technologies in mind. Classrooms are essentially interactive workshops for students and teachers, and allow for enormous flexibility with respect to teaching, collaboration, and assessment. Unlike twenty-five years ago, a physics class today is as likely to include a digital simulation of the laws of elementary mechanics, supplemented by a lab demonstration on momentum, and culminating in a collaborative lab report written simultaneously online. The teacher’s lecture notes are likely already available for later review, as are sample problems for that evening’s homework assignment. A French class today probably benefited from a student presentation on a particular aspect of the lesson, complete with visual and audio supplementary materials. The class may have watched a snippet of a French film based on the novel under consideration, and then discussed the similarities and differences—exclusively in French—between the two. The class will make regular use of the language lab, in which the teacher and students can speak directly to each other, in whatever configuration the teacher finds most productive, without the intrusions and distractions of the regular classroom. Students will be asked to review the digital recordings of that conversation later, or perhaps to visit the lab that evening to record a short poem for homework. This is repeated in classroom after classroom, and in discipline after discipline. History classes, English classes, math classes, and art classes making use of digital media are taught in entirely new and exciting ways, offering alternative and engaging ways to access learning for students. Although the school’s first computer arrived in 1972, a gift of the Baxter family, Westminster’s first significant foray into this brave new 21st century world came in 1994 with the renovation of two Baxter classrooms into the school’s first computer classroom and lab. This assertive move was a success from the start; math and science classes made ready use of the new facilities, and students quickly moved to word processing, communicating, and accessing the rapidly growing online world. A second major step forward on this front was taken after the 1996 Edge Gift, when the school wired the campus and connected all major buildings, including residence halls, to each other and to the Internet through school servers. This effort was led, and continues to be led, by Scott Reeves, Director of Technology Sara Anderson, and Assistant Director of Technology Audra Harris, who together oversee the school’s systems. From the days of the earliest desktop computers, bulky cables, and balky service (when outages and freezes, paper jams, and lost files introduced a broad and creative new vocabulary to the third floor of Baxter) to today’s wireless, connected devices providing smooth and immediate access to academic materials, Westminster was one of the very first schools to make such a financial and pedagogical investment, and the benefits were immediate. Student access to faculty outside of the classroom, the availability of class and research materials, and communication within and without the community have all enriched the educational experience for students. In 2012, to better manage the uses of technology and encourage its

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use by faculty, Bill Philip appointed Mark de Kanter director of academic technology. De Kanter, who has already invested several years in new technologies, brings a wealth of knowledge to this critical area of twenty-first century education. In addition to his contributions in this growing field, de Kanter, a remarkable science teacher, is also the current holder of the Walter E. Edge Jr. Master Teaching Chair, an honor that has also been held by Tony Griffith, Brian Ford, Luis Moncada, Todd Eckerson, Dick Adams, and Rob Rodney. This initiative was not undertaken lightly; the faculty and trustees had thoughtful discussions and carefully deliberated the potential impact of the digital revolution on the relationships between faculty and students, and on the community. There was great concern that a wired Westminster would intrude on the community and distract students from their academic and other responsibilities. Further, faculty worried that students would not develop the bonds of community on Williams Hill so necessary to the health and well-being of the school if they were constantly connected to friends and family at home. This anxiety increased with the widespread arrival of cell phones, and later “smartphones,” in the early 2000s. Technology has without a doubt changed corridor and community life. But this challenge has been met directly by the school as the faculty constantly encourage students to be “present” and invest themselves in their lives at school. At first restricting Internet access to certain hours or crafting expectations for phone use, the school today has accepted their ubiquity and instead works one-on-one with students on issues of appropriate use and personal relationships. It is here that the core values of balance and involvement are most readily applied; students must learn to balance their lives at Westminster with their lives elsewhere in a more challenging environment than in the 1970s’ world of regular mail and a single pay phone on each corridor. Technology has also transformed the administration of the academic program and of the school’s daily life. Teachers are in much closer contact with one another, their students’ advisors, and parents. Awareness of a student’s performance—in the classroom, on the athletic fields, or in the community—is heightened and more immediately available, allowing for ready praise when earned and appropriate intervention when necessary. Relationships between teachers and students are thus strengthened. Grades and comments are entered digitally each marking period and processed much more efficiently and quickly. The conveyance of essential, but perhaps more mundane, information related to daily events and schedules, class assignments, team events, and so on is much more easily accomplished. But it sometimes takes a momentary pause to truly appreciate the impact technology has had on the school. Far from having simply the superficial impact of email or Web access, technology has revolutionized the way teachers teach and students learn at Westminster. The student experience here is far richer and more complete with the resources available, and what happens in Armour every day, in every class, would astonish a faculty member or student from twenty-five years ago.

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Veteran faculty member Todd Eckerson, who spearheaded the Westminster Crossroads Learning Program in Hartford, remains director of the program. The commitment to teaching and learning in all ways extends beyond the classroom and Westminster’s own students, and is increasingly reaching out into the immediate community beyond Williams Hill. Leading this effort is Todd Eckerson’s Westminster Crossroads Learning Program (WCLP) in Hartford. WCLP is the leading program in Westminster’s efforts to use its considerable resources to effect positive change in the school’s immediate neighborhood and to engage its students in ways that expand their understanding of the world and their own place in it. Eckerson, after serving as Dean of Faculty for many years, began WCLP, then the Crossroads Cooperative Learning Program (CCLP) and independent of Westminster, in 2002. In 2011, CCLP was fully incorporated into Westminster and renamed in order to increase the opportunities for Westminster students and faculty to be more directly involved and to put the growing program on a firmer financial footing. WCLP serves the needs of high schoolaged students in Hartford, especially those attending Hartford Public High School. It is a wonderful, and perhaps karmic, coincidence that Westminster is now so deeply engaged with Hartford Public High School: in 1873, after his graduation from Yale, William Lee Cushing joined the faculty of the newly founded Hartford High School for a year. WCLP began humbly, led by Eckerson, its inspiration, and Tim Quinn, then at Avon Old Farms School but later to serve Westminster in the English Depart-

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ment and as founding Director of the Westminster Teaching Initiative before moving on to the University School in Milwaukee. Finding their Hartford students upbeat, eager, and attentive, despite growing up in a challenging environment and attending a failing inner-city high school, Eckerson and his wife Mary, Quinn, and the Westminster faculty who joined them in those first years were themselves deeply affected by the program. Over the last decade, the program has grown and evolved, exposing Westminster faculty and students to an entirely different and engaging experience. Lee Huguley, form dean, English teacher, and head football coach and appointed to the faculty in 2010, has joined Eckerson in leading WCLP and has been a particularly influential contributor. In 2011, to facilitate the incorporation of the program fully into Westminster, WCLP received remarkable support in the form of a gift from Brad Raymond ’85, current trustee, and his wife Soledad O’Brien, who has spoken at school on several occasions on issues of diversity and gender empowerment. WCLP is increasingly making use of technology and other school resources, and current faculty and students have helped Hartford students with their English language and critical thinking skills, helped place them at area independent schools, including Westminster, and put them on the path to college and careers. And they, too, have learned from these young people growing up in very different circumstances a mere ten miles away; as WCLP continues to grow, it will no doubt provide a unique and important experience for the community. WCLP is not the only program expanding Westminster’s role as a private school with an avowed public purpose. The school has always had a commitment to the larger world, a tradition that was nurtured and embraced by Headmasters Werner and Cole and has been emphasized by Bill Philip as one of the core principles of his leadership of the school. Most recently, Assistant Headmaster Kathleen Devaney, with the help of other faculty including current Science Department Chair Lee Zalinger, welcomed The Discovery Center to campus. This collaborative effort brought almost one hundred middle school students from Hartford-area magnet schools to Westminster for the day to participate in diversity and team-building exercises and to work in the Armour science labs. Westminster was a founding member of both the WALKS Foundation in 1954 and the SPHERE Consortium in 1968, and continues to be an important member of both organizations. WALKS, named for the five Hartford area independent schools that are involved, provides scholarships to eligible students and annually recognizes students at these schools for scholarship and service. Over the years, Westminster has awarded more than one hundred and twenty scholarships to deserving students, many of whom have had a significant impact on the school community. SPHERE, the Supplementary Program for Hartford in Education and Reinforcement and Enrichment, has grown to be an influential body in the greater Hartford area, promoting the interests of faculty and students on issues of diversity, gender, and service. Since 1963, Westminster has also been a member of A Better Chance, the nation’s oldest organization providing financial aid to students of color.

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On campus, the school’s Community Service Program has grown substantially over the last decade years, becoming a firmly established component of the school’s afternoon program, which has grown far beyond the historic athletic program alone. Roughly twenty students each trimester elect to undertake community service projects in Simsbury and surrounding towns during the afternoons throughout the year, working at the community farm, in after-school programs, at soup kitchens and food banks, and in other ways. Over the years, several individual students have initiated programs of their own, raising money to fund scholarships for low-income students, donating clothing and medical supplies to disaster-stricken parts of the world, reaching out to the elderly, or promoting various causes. The green movement has been particularly important in this regard, as the school’s annual Eco-Team participation in an annual competition among New England schools promotes energy efficiency and the wise use of resources. Annual service events increasingly fill the calendar. For the last fifteen years, the school has hosted the MS Walk with large numbers of faculty and students volunteering their time to organize and participate in this charity event for multiple sclerosis research. Two times a year since 2003, the community hosts a blood drive organized by the Bryan and Kimberly Tawney family. And beginning in 2011, the entire school participates annually in a Community Service day in the fall, when almost five hundred members of the community fan out across the greater Hartford area to work for needy causes for a day. While the John Hay Society continues to be an important component of the school’s service program, new organizations have emerged, particularly in the last fifteen years. Taking the lead in service efforts at school is the Student Organization for the Needy, or SON, which each year organizes fund-raising efforts and increases awareness of issues both on and off the Hill. SON, which for many years has been advised by Gloria Connell, has become an important organization on campus. Many other student-led organizations are related to service, and still others seek to raise student awareness of current events. The Model United Nations club and the Westminster Political Union are led by energetic and committed students hoping to encourage their peers’ knowledge of the world around them and generate support for various causes. All of this speaks, too, to Cushing’s ethos of a school that educates its young people in an ethical and moral commitment to a life beyond self. By engaging in productive projects that benefit the community at large, students learn much about themselves and their place in the world. This inculcation of the core value of service, of accepting and understanding the wider world, is particularly important to Bill Philip. One of his first decisions after moving into Pratt House, the headmaster’s residence on the far eastern edge of campus, was to have the trees and bramble obscuring the view of the valley below removed. The overlook was expanded through the generosity of several visiting alumni who immediately recognized and appreciated this restoration of the old campus. Philip’s intent was two-fold: on the one hand, to recreate the historic

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vistas that the school had enjoyed in Cushing’s day, and on the other to provide a visual metaphor for students of the opportunities afforded them at Westminster and of the world that awaits them after their time on the Hill. Implicit in this metaphor is his commitment to service; students of the true life understand that the values learned at Westminster remain with them, and that productive involvement in the communities they join after Williams Hill are the markers of a life well lived. Students themselves have changed over the last twenty-five years, and Westminster’s student body is a long way from the white, all-male school of “Prof ” Milliken’s day. The school enrolled its first African-American student in 1953, and soon after increased its commitment to diversity through its involvement in WALKS, ABC, and SPHERE. But progress was slow; it was not until 1982 that the school graduated its hundredth student of color. It was during the Keyes years that the school’s initial programs in diversity recruitment began, and the attendant investment in supporting financial aid followed, particularly in the late 1970s and early 1980s under Don Werner as financial stability returned. Werner is enormously proud of this, and rightly so; it meant Westminster would be at the forefront of the efforts at that time, an echo of the Great Society spirit, to step away from elitism and make independent school educations available to a broadening segment of American society. Werner speaks very fondly of the many students from beyond the school’s traditional constituencies he helped bring to Westminster, and notes with pride how many of them have gone on to very successful careers and have themselves taken up the effort to increase diversity representation in all areas of society. Moy Olgivie Johnson ’86, a lawyer in Hartford, and Robert Horsford ’89, a builder in New York, are currently members of the Board of Trustees, and Werner is quick to mention H. Leroy Sussewell and John Reasoner, both ’72, Gina Carter ’76, and Will Beckford ’89 as great tributes to Westminster. This effort continued during the 1990s and 2000s. In 2001, the school enrolled forty-five students of color, or 12% of the student body; in 2012, the school enrolled sixty-eight such students, or 18% of the student body. While perhaps a modest increase, particularly when the majority of that increase has come as a consequence of increasing enrollment of Asian and Asian-American students, it nevertheless is reflective of the school’s commitment to greater diversity. The applicant pool of these students is also far richer and itself more diverse, with many more Latino, Hispanic, and other groups joining African-Americans in an increasingly representative Westminster. Like society overall, there has been a decided increase in mixed-race students, a pattern that will no doubt continue. The effort to make the Westminster community more reflective of the world around it is most clearly evident in the dramatic increases in financial aid monies over the last twenty-five years, much of which is devoted to the school’s diversity efforts. The budget topped $4 million in 2012, roughly six-and-a-half times what it was in 1989. All of this has meant a richer and more dynamic

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culture at school, energizing classrooms, residential life, and student organizations of all kinds and making Westminster a more vibrant and inclusive community. It has also translated into increasingly prominent leadership roles for students of all backgrounds at school, itself an enormously significant development for all Westminster students.

Nowhere, however, are these dramatic changes over the last twenty-five years in the school’s student body more evident than in the rising importance and significance of girls at Westminster. This has been, of course, coincidental with the increasing leadership roles women have played on the faculty. When the school celebrated the twenty-fifth anniversary of coeducation in 1996, an occasion marked by a symposium on gender and women’s issues and a year-long series of speakers, Westminster had travelled a long way from a school with twelve girl day students in 1971. In 1996, the school waited for the Memorial Hall renovation, well behind schedule, to be completed, endured its first weather-related closing in thirteen years, and learned of Walter Edge’s death and his extraordinary generosity. But 1996 marked, too, something of a real turning point in the roles of girls at Westminster. If the first years of coeducation were concerned largely with the issues of how to welcome and include girls in a predominantly boys’ school, the last twenty-five years have marked the emergence of girls as true leaders of the student body and significant contributors in all ways to the community. The Admissions Office has seen a steady strengthening of the school’s pool of girls’ applications over the years, a trend borne out by these very capable girls during their careers at school. In 1993, Suzanne Daglio was elected Head Prefect. She thus became the first girl elected to that position in one hundred and five years, in the twenty-second year of coeducation at Westminster. A strong, confident young woman, a successful athlete, and an accomplished student, Daglio served during Headmaster Cole’s first year at school, and they developed a very productive working relationship. Over the next eighteen years, four more First female Head Prefect capable young women were elected to the Suzanne Daglio ’94 presiding school’s highest leadership post: Didi Blake over Assembly in Lounsbury ’97, Lauren Bailey ’01, Michelle Hatchette ’05, Auditorium in Baxter and Emily Cranshaw ’08. That only five have Academic Center. been elected at a time when girls are increasingly recognized by their peers and faculty for their leadership and contributions reflects a gender-typing and voting issue with which many schools, not simply Westminster, are struggling. But like many barriers, there is no denying that progress has been made, though continued progress can be hoped for. It is worth noting that Hatchette, who would later

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join the faculty and serve very ably as Diversity Director for two years, was also the school’s first Head Prefect of color. Day students, too, are increasingly represented in the ranks of Head Prefects. In the first one hundred years of the school’s history, despite the rising number of day students, only one day student was elected head prefect: Frederick Woodhouse in 1984. Since the centennial, eleven day students have been elected to that position. As a school that during most of this period was roughly half female and one-third day students, the fact that head prefects are increasingly drawn from these groups reflects an important spirit of inclusiveness at the school. Girls are much better represented in other significant leading roles at school. Academically, they have consistently ranked among the very strongest students. In the last quarter century, thirteen Outstanding Scholars, chosen by the faculty, have been girls. In that same period, twelve young women have led the John Hay Society and nine were awarded the Keyes Bowl, the school’s highest award for character, leadership, and service, at Commencement. In the last ten years, these trends have been even stronger, with three outstanding scholars, seven presidents of John Hay, and four Keyes Bowl winners. Added to these celebrated roles are the myriad smaller roles girls assume at school. So important are their contributions that many faculty muse that hardly anything would get done in the daily life of the school without their leadership and hard work. Girls are virtually omnipresent as editors-in-chief of the Westminster News, the Martlet, and the yearbook, and as officers—many times presidents—of student organizations. With the tutelage and encouragement of exceptional young women faculty such as Colleen Joncas, MaryPat Gritzmacher, Farrell Gerges, Ariel Duddy, and Maureen Lamb, all excellent teachers and coaches and strong role models, and with the example of more veteran female faculty leading the school, Westminster girls are cutting a wider and wider path on campus. More visibly, girls have enjoyed enormous success in athletics as girls’ teams and programs rival their male counterparts in their success in the Founders League and in New England tournaments. In particular, the Girls’ Hockey team, under head coach Dave Pope and his assistants in recent years Emily Nielson and Jess Keough, has won five Founders League titles and two New England Championships since 2008. The Girls’ Softball team under coach Mitch Overbye has established an almost unparalleled record, winning ninety-six of one hundred games played since 2008 and winning five of the last six Western New England titles. The field hockey team has enjoyed several New England tournament berths over the last decade, advancing to the semifinals repeatedly and the finals once, and the Girls’ Soccer team is flourishing. Such success has come not only in recent years: the Girls’ Track team won several championships in the early 1990s. Significantly, in this age of specialization in athletic and other areas by so many young people, many of the school’s girl athletes are multi-sport athletes, excellent students, and leaders in the community—modern representatives of the true life.

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The 2008-2009 First Girls’ Hockey Team with coaches David Pope and Jessica Keough (top). First Softball team, in 2010, coached by Mitch Overbye, (left). The Class of 2013 Prefect Board with their dean Peter Briggs ’71.

The people, program, and community of Westminster School have grown significantly since 1989. The school is larger, more diverse, and more connected to and engaged with the world than ever before. The school’s academic and cocurricular programs are the equal of schools much larger and with greater resources. Westminster students come from around the world to the campus on Williams Hill, working with faculty that are passionate, accomplished, and dedicated to their growth and well-being, and establish relationships that last a lifetime. Whether in the classroom or elsewhere, Westminster has become a true twentyfirst century school. But strip away all that has transformed Westminster in the last twenty-five years, and a visitor will find what continues to separate this school from other schools that have made similar investments and can boast of similar accomplishments: the soul of the true life of Mr. Cushing’s school.

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5 “There You Can Be First” In Reverdy Whitlock’s By Grit and Grace, there is related a story from Uppingham School in which the Reverend Thring has called his boys together to discuss an incident of cheating. After reminding the boys that their lives at school can be built on either trust and truth or the “bolts and bars” of a prison, but not both, and that the choice, ultimately, is theirs, he continued, We stand here for truth and true life. Remember, in other things other schools will be your equals and superiors: in things which are their glory they will beat you; yes, they will beat you as far as numbers, and social reputation, and intellect-power goes. Our glory will be to show the world that in a school there can be true life. There you can be first.

Thring and Cushing, both hale and steadfast men of the nineteenth century, the King James Bible close at hand, were certainly familiar with the covenant theology of the Anglican tradition. In Thring’s rhetoric of the true life and thus in Cushing’s conception of Westminster, there was a calling to students and faculty to accept the covenant of a new kind of school community. This was to be a life of finely tuned balances, with time for the rigors of the classroom, the exertions of the athletic field, the quiet reflection of Chapel, and the society of corridor. It was a life of commitment to one another and to the common good: of sharing in one another’s triumphs and tragedies, of caring for one another with respect and toleration, and of giving of yourself in the service of others. It was a call to join a community built on, and defined by, eternal values that are as relevant today as they were in the old Dobbs Ferry Tuscan villa perched above the Hudson River in 1888. It is no coincidence that the Sermon on the Mount, with its reminders of mission, obligation, and faith, is the soul of the Candlelight Service held in December each year, celebrated by generations of Westminster students. Or that the school hymn, written by the great New England theologian Phillips Brooks, concludes with the words, “Shine on our school and let us be/teachers and scholars taught by thee.” All who live and work at Westminster are part of this covenant. All are called to live the true life of a community dedicated to teaching, learning, and, ultimately, becoming better versions of themselves. And, having at least begun that life-long journey, to take those lessons learned and the virtues of the true life out into a world so desperately in need of them.

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Rev. Edward Thring

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As he neared the end of his tenure as headmaster, Don Werner thought deeply and often about the challenges facing and fragmenting society and, he concluded, the absolute necessity that schools such as Westminster be firm in their values and confront those challenges. Like Winthrop, Werner saw Westminster as a defender of a critical communitarian ethos. Citing “huge psychosocio-racial-economic” factors at work undermining the commitment of schools to prepare students for the pursuit of happiness, and instead forcing them to make students happy in the present moment, Werner felt that an “impatient consumerism” was taking hold in the independent school world as students and parents looked at schools as mere service providers. Faced with the late twentieth century decline of the traditional family—a much discussed topic among economists and sociologists in recent years—and the long-lamented diminishing influence of churches, Werner noted that schools now stood alone as guardians of the values that society depended upon for civility and purpose. This made confronting the transactionalism of parents of immediate concern for those, like Werner, who were believers in Cushing’s true life ethos as the core of teaching and learning. Werner saw this consumerism—tuition dollars for services rendered—manifesting itself in an unhealthy parental focus on college placement and AP classes, specialization in athletics or the arts, and relentless requests for exceptions to the school’s expectations. The antidote, he believed, was for the school to hold the line. Graham Cole, too, saw a clear and necessary purpose in the true life for adolescents. At his retirement in 2010, he worried about the direction of modern society and the increasing power of adolescent culture. Mindful of the impact and influence of technology in establishing new friendship patterns and alternative communities, not all of them entirely healthy for young people, Cole saw students “spinning further and further away” from the adults in their lives. As Werner had before him, Cole worried too about the perils of professionalism and the increasing call of their personal lives among the faculty fundamentally altering the nature of the community. Further, he knew that Werner’s consumerism had firmly established itself and was a constant challenge to the school as parents played a more present role in the relationship between school and child. Most troubling was that parents were more often taking the side of the child, who wants to be happy, than the school, which is trying to prepare that child for the pursuit of happiness. But a current observer, while acknowledging these realities, also sees at Westminster an enduring commitment to the school’s core values and a faculty and Board that is fully supportive of Westminster’s remaining true to itself. There can be no question that as the school enters its next twenty-five years these challenges to the ethos of the school will continue if not, in fact, grow stronger. But the spirit of William Lee Cushing and the true life is a strong one, and will be a timeless cornerstone for the school no matter what the future holds.

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In this 125th Anniversary year of Westminster Schoolâ&#x20AC;&#x2122;s history, Headmaster Philip has hanging, above the fireplace mantle in the same Keyes study occupied by decades of Westminster headmasters and visited by generations of Westminster students, a painting by New England artist Ogden Pleissner. It is a sweeping view of the Farmington Valley from Williams Hill, meant to remind students of the world beyond Westminster and to inspire them to take the true life spirit of Westminster with them out into that world. They arrive as boys and girls of great promise and possibilities, swept by their anxious parents up a welcoming drive, to a hilltop campus unrivaled in terms of its facilities and opportunities. They join a community grounded firmly in ancient values and the exacting and nurturing true life envisioned by William Lee Cushing. At a pivotal point in their young lives, they are supported by a remarkable faculty dedicated to Westminster. They spend their brief time at school steeped in a life of the mind and are stretched and extended in new and exciting ways. They live together, laugh and cry together, celebrate and mourn together, and grow together. They make life-long friends and have their worldview challenged and enriched. And when the end of their time here comes, all too suddenly, their gaze during Commencement cannot escape the broad view out beyond Pratt House, captured so well by Pleissner, and into the world they will soon join. If they look back over their shoulders, past Andrews Memorial Chapel and Cushing Hall, across Baxter Lawn to the residential common, they will see the top of the drive that greeted them a few short years before, and the school that has transformed their lives. They will see the beginning, and the end, of their adolescence. As the final words of the benediction fade and they gather for the last time in a circle on the Sixth Form Lawn, they leave Westminster as young men and women of great talents and passions ready to engage that wider world with Westminster and the true life as their lodestar. In this, as Cushing prophesized one hundred and twentyfive years ago, they will be first. Though much has changed at Westminster since the schoolâ&#x20AC;&#x2122;s centennial celebration in 1989, this has not changed. Now, after Commencement, like the generations of Westminster students who were here before them, these Martlets will soar out over the Farmington Valley and the hills of southern New England in a thousand different directions, and on to the distant horizon, the pure glint of black and gold in the play of light on their wings, with grit and grace wherever they go.

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Founder William Lee Cushing

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APPENDIX TRUSTEES 1935–2013

Walter C. Burbank Eversley Childs, Jr. ’11 Walter S. Crandell Robert Darling Chairman Robert E. Darling ’22 Emeritus: 1969 Cass Gilbert Richard K. Hawes ’06 Chairman: 1957-1959 George E. Pattison Charles Presbrey Moreau L. Stoddard ’24 Robert D. French Arthur Milliken Headmaster: 1936-1956 Emeritus: 1969-1973 Louis Zahner Elton Hoyt, II R. McAllister Lloyd ’15 Edwin H.B. Pratt Emeritus: 1969-1975 Frederick D. Grave George H. Stebbins Pomeroy Day Charles M. Baxter, Jr. ’37 Stephen W. Blodgett ’30 John B. Ford, Jr. Frederick W. Hilles Francis Keyes Headmaster: 1956-1970 President: 1970-1971 Emeritus: 1974-1981 Frederick D. Houghton ’32 Chairman: 1959-1965 Emeritus: 1975-1992 Elton Hoyt, III ’40 Abram Claude, Jr. ’46 Chairman: 1969-1974 Emeritus: 1985John H. Remer ’43 Harry P. Barrand, Jr. ’40 Chairman: 1965-1969 Emeritus: 1986-1996 Charles W. Deeds Emeritus: 1972-1985 John B. Dempsey, II ’44 Charles P. Cooley John T. Winkhaus, Jr. ’31 George F. Whitney Delano W. Ladd, Jr. Spencer Oettinger ’31 Andrew V. Stout, III ’50 Tilton H. Dobbin Charles B. Milliken Chairman: 1974-1980 Emeritus: 1996-

1935-1953 1935-1952 1935-1949 1935-1957 1935-1969 1935-1938 1935-1965 1935-1948 1935 1935-1970 1936-1954 1936-1969 1936-1951 1939-1955 1942-1970 1942-1961 1964-1969 1944-1963 1948-1964 1951-1956 1952-1976 1953-1962 1953-1960 1954-1965 1955-1974

Richard G. Scheide ’48 Forrester A. Clark, Jr. ’54 Lelan F. Sillin, Jr. C. Hiram Upson, Jr. ’50 President, Alumni Association Donald H. Werner Headmaster President: 1971-1993 William L. Kitchel, II ’47 Bernhard L. Kohn Candace C. Owen Christopher Percy Colin C. Tait William B. Chappell, Jr. ’53 E. Andrew Deeds, II ’51 Charles F. Gill Winchester F. Hotchkiss ’46 James B. Slimmon, Jr. ’45 Daniel G. Van Clief Robina B. Worcester John B. Beinecke ’65 Colin Campbell Susan B. Milliken Honorary Russell S. Reynolds, II Arthur J. Santry, Jr. Samuel Thorne ’46 President, Alumni Association Emeritus: 1999Smith W. Bagley ’53 William S. Bristow Emeritus: 1990-1998 Mary T. Sargent John Sherwin, Jr. ’57

1957-1975 1957-1970 1959-1985 1959-1972 1960-1986 1960-1972 1961-1978 1963-1970 1963-1972 1965-1970 1968-1974 1968-1974 1968-1971 1969-1973 1969-1996

Chairman: 1997-2004 Emeritus: 2006Walter C. Teagle, III ’68 Roberts Harrison J. Philip Kistler ’56 William W. Spater President, Alumni Association Townsend S. Swayze ’55 Chairman: 1981-1992 The Honorary John V. Tunney ’52 Edith K. Dabney Gordon T. Ford ’53 Robert W. Hill, Jr. ’52 Lawrence M. Noble, Jr. Elizabeth D. White Matthew A. Baxter ’39 Honorary Alden French, Jr. ’52 President, Alumni Association David B. Payne Ward J. Timken ’62 Frank O’Brien, Jr. Pemberton Hutchinson ’50

1969-1978 1970-1979 1970-1976 1970-1973 1997-2007 1970-1993 1971-1978 1971-1978 1971-1976 1971-1976 1971-1978 1972-1991 1972-1985 1972-1983 1972-1980 1972-1976 1972-1976 1972-1985 1973-1990 1973-1977 1973-1985 1973-1976 1973-1991 1973-1976 1982-1998 1974-1986 1975-1990 1975-1987 1975-1976 1980-2006 1975-1996 1976-1983 1976-1994 1976-1979 1976-1997 1976-1983 1978-1982 1978-1991 1978-1995 1978-1984 1978-1982 1979 1979-1982 1979-1988 1979-1986 1980-1994 1981-1984

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TRUSTEES 1935–2013 (continued) Louise M. Keyes Honorary Edward W. Probert W. Lee H. Dunham ’59 President, Alumni Association Sandra P. Robinson Peter R. Wilde Chairman: 1992-1997 Joseph L. Gitterman, III ’55 Emeritus: 2008Timothy M. Smith ’49 President, Alumni Association Jill W. Stevens Barry L. Williams ’62 William R. Acquavella ’55 Herrick Jackson ’58 C. Stephen Heard, Jr. Joseph B. Palmer ’57 President, Alumni Association Susan Wilcox White ’74 Lynn G. Brockelman W. Murray Buttner John H. Foster Bernhard L. Kohn, Jr. ’66 Richard W. Sorenson Gena Carter M.D. ’76 Donald R. Frahm J. W. Kearny Hibbard ’55 President, Alumni Association Deborah duPont Riegel Michael S. Cady, ’73 President, Alumni Association Howard L. Clark, Jr. Chairman, Parents Committee William C. Egan, III ’64 Emeritus 2008John S. Armour ’76 Chairman: 2004-2011 Emeritus: 2011Eleanor J. Auchincloss Franklin L. Morton ’73 President, Alumni Association David S. & Elizabeth Van Pelt Chairmen, Parents Committee Arlene Beebe W. Graham Cole, Jr. Headmaster and President Northam Lee Griggs, Jr. ’47 L. White & Jane Matthews, III Chairmen, Parents Committee Deirdre Duffy Donohue ’78 President, Alumni Association S. Matthews V. Hamilton, Jr. ’73 Wendy A. McKinley Uvino ’75 Stephen M. Unfried ’61 L. White Matthews, III Peter M. Moran L. Caesar & Dorothy Stair, III Chairmen, Parents Committee David C. Duxbury ’65

1981-1986 1981-1987 1982-1984 1982-1988 1983-1997 1984-2006 1984-1986 1984-1995 1984-1992 1985-1993 1985-2000 1986-1991 1986-1988 1995-2001 1986-1993 1987-1992 1987-1993 1987-1992 1987-1995 1997-2002 20131987-1991 1988-1998 1988-1994 1988-1990 1991-2003 1988-2000 1990-1992 1993-2006 1990-1992 1990-2007 1992-2004 1992-1999 1992-1994 1992-1993 1993-1999 1993-2010 1993-1995 1993-1995 1994-1996 1996-2008 1994-2002 1994-2007 1994-2001 1995-2004 1995-2001 1995-1997 1996-1999

Thomas W. McCargo ’82 Philip R. McLoughlin T. Treadway Mink, Jr., ’77 President, Alumni Association Chairman: 2011H. Wendy Sieglaff Baker ’83 Lynn A. & Susan Rotando Chairmen, Parents Committee Elizabeth A. Sewall C. Andrew Brickman ’82 President, Alumni Association John A. Cosentino, Jr. William J. Cox ’81 Charles H. Beady, Jr. Dorothy Ford Cadieux ’81 David H. & Nora Kennedy Chairmen, Parents Committee Ronald A. Lauderdale Timothy D. Armour ’78 Herman A. Gilliam ’59 David H. Kennedy Douglas S. & Anne Reigeluth Chairmen, Parents Committee Andrew B. Sanford ’83 President, Alumni Association George W. Wellde Robert L. Ireland, Jr. ’85 Michael C. Lobdell ’75 Lyn Oliva C. Howard Capito ’64 John H. Davis Emeritus: 2012Anthony J. Francoline Karl J. Krapek Thomas B. & Claire R Leonardi Chairmen, Parents Committee Silas H. Witherbee ’73 President, Alumni Association Daniel Burke, III ’87 Moyahoena Ogilvie Johnson ’86 Douglas S. Reigeluth C. Evan Stewart ’70 Jerome T. Fadden Colin S. Flinn ’82 David E. Griffith ’72 John D. & Pamela K. Lent Chairmen, Parents Committee Claire R. Leonardi James S. Offield ’69 J. Pierce O’Neil ’76 President, Alumni Association Allan A. Ryan, IV ’78 Susan Wilcox White ’74 Maureen R. Ford-Goldfarb Christopher K. Seglem N. Louis Shipley ’81 Susan Werner Berenson ’82 Anne K. Moran John C. Niles ’81

1996-2008 1996-2001 1996-1998 1999-2008 2010-2011 1997-2003 1997-1999 1997-2001 1998-2000 20071998-2005 20101998-2000 1999-2008 1999-2003 1999-2000 1999-2002 2000-2002 2000-2004 2000-2006 2000-2002 2000-2002 2000-2005 2001-2007 2001-2010 2001-2004 2002-2006 2002- 2011 2002-2011 2002-2003 2002-2004 2002-2004 2003-2012 20032003-2009 2003-2012 2004-2010 2004-2013 2004-2012 2004-2006 2004-2005 2004-2010 2004-2006 20072004-2013 2004-2010 2005-2008 2005-2011 2005-2012 200620062006-

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TRUSTEES 1935–2013 (continued)

Brien M. O’Brien Mary M. Peck ’90 President, Alumni Association Mark F. & Cindy Swank Chairmen, Parents Committee George C. Kokulis Peter B. Leibinger ’86 C. Bradford Raymond ’85 Trinette S. Cheng Bernhard L. Kohn III ’92 Heather & John Kreitler Chairmen, Parents Committee Timothy I. Robinson ’85 President, Alumni Association George N. Thompson Jr. ’72 Gregory F. Ugalde Danielle Virtue D. Scott Wise Lori P. Durham David H. ’78 & Leigh A. Hovey Chairmen, Parents Committee

2006-2011 2006-2008 2006-2008 20072007-2012 200720082008-2011 2008-2010 2008-2010 2008-2010 20082008-2011 2009-2012 20102010-

Seonyong Lee Scott B. McCausland ’87 President, Alumni Association William V.N. Philip Headmaster and President Sara L. Whiteley ’91 Elisabeth M. Armstrong Beth E. Baker Jeffrey Kelter Andrew D. McCullough, Jr. ’89 Armistead C. G. Webster Susanna Brown Heather E. Frahm ’86 Robert T. Horsford ’89 S. Bradley Mell John B. Ryan ’93 President, Alumni Association Hilary Neumann Zeller ’88 Jane Kessler Lennox ’88 Franklin Montross IV Thomas D. Sargent II ’77

20102010-2012 2010201020112011201120112011201220122012201220122012201320132013-

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FACULTY: PAST AND PRESENT William Lee Cushing Edward S. Farrington William Lyon Phelps W. S. Buffum W. H. Corbin H. E. Twinning N. E. Crosby Charles E. Cushing A. J. Leakey C. A. Winter A. H. Pingree M. W. Brooks E. von Mack A. F. Shaw J. I. Cochrane C. E. North R. W. Bowman Josiah Bridge Alfred Remy Duane Hopkins Mr. Charles Mr. Seymour Mr. Young Mr. Bowden Mr. Sieber Mr. Albee W. W. Anderson Creager Mack Lemuel Gardner Pettee W. M. Adriance Paul Ambrose The Rev. William I. Morse Mr. Reed R. G. Guernsey The Rev. N. B. McLean H. L. Marshall W. W. Chandler Gerald Chittenden Ivan T. Rule Arthur Douglas Dodge Eric A. Starbuck Charles Cyprian Strong Cushing ’97 Robert Abbott Clifford E. Dinsmore Oliver Posfay Arthur G. Camp Russell Micheltree William S. Cushing ’03 George I. Tompkins Francis P. Insley John B. Riley Arthur Henry Peck Wilhelm A. Von Lubtow Raymond M. Weaver Roderick Dugan

1888-1920 1888-1889 1888-1889 1889-1894 1898-1900 1889-1892 1889-1891 1890-1891 1890-1900 1913-1917 1890-1891 1890-1891 1891-1893 1892-1897 1892-1893 1892-1894 1893-1895 1893-1896 1894-1900 1901-1902 1903-1905 1894-1919 1894-1895 1895-1899 1896-1898 1896-1898 1896-1900 1897-1898 1897-1898 1898-1900 1898-1900 1899-1900 1899-1900 1899-1949 1900-1902 1900-1903 1900-1907 1900-1901 1902-1907 1902-1904 1902-1903 1904-1907 1903-1908 1904-1908 1904-1910 1905-1912 1905-1915 1923-1932 1906-1917 1908-1909 1908-1911 1908-1912 1910-1912 1910-1911 1911-1920 1911-1915 1911-1912 1912-1914 1912-1913 1914-1915 1915-1916 1915-1916

Ralph F. Woodward Lawrence Adler C. W. Ashby Aurelia N. Farnsworth, R.N. Horace Holden H. Emerson Tuttle ’10 Hobbs Tewksberry Molly Cushing Mr. Clark Mr. Ernst Mr. Payne Mr. Russell F. C. Bradbury Francis Thayer Hobson ’16 Carlisle Kron Wesley R. Long L. A. Miller Charles J. Stucky George B. Waldrop Vincent E. Walsh Stanley R. Waterman Robert M. Dinsmore Paul G. Houston Alfred T. Knapton David C. MacBryde Raymond R. McOrmond Dallas F. Smith Henry P. Stearns Andrew W. Steinhope The Rev. Charles S. Wyckoff William T. Crosby Shirley E. Culver Wallace Estill William G. Hutchins Robert A. Patterson Herbert O. Tuttle John R. Gow Arthur E. Hall E. Floyd Lounsbury Kenneth C. Dolbeare Gerald B. Grinnell Paul H. Kennison Russell McInnes Lewis H. Piper Frank J. Watson Hubert W. Dowson Marshall E. Seeley Knowlton D. Stone Ronald J. Michelini Herbert W. Oviatt Ledyard A. Southard Charles H. Gilbert J. Mackintosh Hays Melvin C. King Leonard J. Clark Duane C. Barnes Theodore P. Swanson Arthur Williams George D. Church

1915-1916 1916-1917 1916-1918 1919-1921 1916-1944 1916-1917 1916-1917 1918-1921 1918-1920 1919-1920 1920-1921 1920-1921 1920-1921 1920-1921 1921-1922 1921-1922 1921-1922 1921-1922 1921-1922 1921-1922 1921-1922 1921-1922 1921-1922 1923-1924 1923-1937 1923-1924 1923-1924 1923-1936 1923-1934 1923-1926 1923-1926 1923-1937 1924-1926 1924-1934 1924-1925 1924-1934 1924-1926 1924-1928 1925-1972 1925-1928 1925-1967 1926-1929 1926-1935 1926-1929 1926-1928 1926-1930 1932-1933 1926-1941 1927-1932 1928-1931 1928-1929 1929-1971 1929-1932 1929-1932 1930-1931 1930-1946 1930-1932 1931-1932 1932-1933 1932-1934 1932-1934 1933-1937

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FACULTY: PAST AND PRESENT (continued) Ernest J. Cullum Frederick V. Hoogland William S. Piper, Jr. Theodore P. Swanson Norman H. Watson Robert H. Alcorn Otho W. Allen James Bower Carleton J. Batho Richard S. Crampton George D. Vaill ’31 Irving G. Bowman Henry Kellogg Doane

Patrick H. Hodgkin Arthur Milliken L. Paul Bremer David A. Kennedy Edwin H. B. Pratt Talcott B. Clapp Francis Keyes George A. Prescott Rankine Gallien Hinman ’78 (H) The Rev. Henry deWolf deMauriac Paul M. Winship ’35

Roger A. Clarke E. Willard Ljonquist Gordon S. Watts Thomas Graham Monroe M. Stearns William W. Stifler Philip P. White Alger S. Bourn Henry Hobbs LeRoy Makepeace H. Stratton Martin Harrison A. Cooke Carlos Lynes, Jr. William W. Pierce G. Patterson Crandall Jean E. A. Fraisier Edward J. Gordon Alice J. Jones, R.N. William L. Kinter Robert W. Woodworth Ashley W. Olmsted Archer Harman Roderick J. Hemphill John S. Huyler Kenneth Scott James A. Hall, Jr. Howard T. Kingsbury Dana Lee Scott S. Harris Squibb ’80 (H) Wendell H. Blake

1933-1935 1933-1943 1933-1934 1933-1934 1933-1937 1934-1935 1934-1936 1934-1937 1935-1937 1935-1936 1935-1936 1936-1937 1936-1942 1946-1951 1936-1938 1936-1956 1937-1942 1937-1942 1945-1960 1937-1943 1938-1941 1938-1971 1938-1940 1939-1943 1945-1982 1939-1940 1939-1941 1959-1965 1976-1983 1983-1996 1940-1942 1946-1949 1940-1941 1940-1941 1941-1942 1941-1945 1941-1942 1941-1944 1942-1946 1942-1951 1942-1943 1942-1943 1943-1976 1943-1944 1943-1944 1944-1956 1944-1946 1944-1946 1944-1967 1944-1946 1944-1947 1945-1951 1954-1975 1946-1948 1946-1948 1946-1949 1947-1948 1948-1951 1948-1952 1948-1949 1948-1980 1949-1950

Archibald R. Montgomery, III ’43 Joseph L. Selden John M. Hanford Bruce E. Burdett Philip B. Clough Richard J. Griffin Ralph W. Lamont Robert Myrhum Martin Battestin William R. Cowing Donald C. Dunbar ’55 (H) Ralph C. Wildes Michael Jackson ’49 Benjamin T. Santoro Allen R. Beebe William N. Bailey David H. Hovey J. Lawrence Gilman Jacob Nolde Phillips Smith Toby Allen Richard P. Hopley Gordon J. McKinley Geoffrey Wilbraham Johnson Winship ’48 Victor Meyers Alan F. Brooks ’55 Donald H. Werner Richard T. Flood, Jr. Robert A. Hackman Charles H. Dietrich S. Jerome Pratter William M. Hopkins Gordon N. Saunders Peter T. Seely Richard S. Ide Sheldon Clark, II ’54 Jonathan B. O’Brien Whitney Russell The Rev. George Welles Kenneth B. Ingram W. Wesselink Keur The Rev. Richard W. Miller Wallace F. Wilson Charles F. Zimmer ’59 E. Terry Clark Stephen Overcash Margaret P. Squibb Kenneth C. Stone Paul Henry Peter T. Lobdell Maj. Gen F. W. Moorman Daniel R. Robinson William E. Rogers Richard Schultze Peter Wilkie Albert Abolafia Robert Boyd Richard A. Adams ’13 (H)

1949-1960 1949-1951 1950-1952 1951-1988 1951-1960 1951-1956 1951-1958 1951-1952 1952-1953 1952-1987 1952-1955 1952-1958 1953-1970 1972-1996 1953-1954 1954-1955 1955-1963 1955-1992 1956-1995 1956-1984 1956-1966 1958-1959 1958-1987 1958-1986 1958-1994 1958-1969 1959-1963 1960-2010 2012-2013 1960-1993 1961-1967 1961-1964 1963-1985 1963-1964 1964-1968 1964-1966 1964-1967 1975-1977 1965-1966 1966-1969 1966-1977 1966-1967 1966-1969 1967-1969 1967-1970 1967-2000 1967-1968 1967-1978 1968-1971 1968-1971 1968-1980 1968-1989 1969-1972 1969-1971 1969-1977 1969-1974 1969-1970 1969-1971 1969-1971 1970-1973 1970-1976 1970-2013

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FACULTY: PAST AND PRESENT (continued) Richard P. Berry, Jr. ’11 (H) Mark Danner Barry Fitzgerald Lewis J. Powers, Jr. Michael S. Wilson Wendy M. Wilson James S. Baker Ann M. Gilman Jose J. Ilzarbe Mary Ann R. Leavitt Robert M. Rodney, Jr. ’04 (H) Elaine M. Viders Thomas M. Williams Roger S. Bevan Douglas Roehm Penney A. Stone Margaret W. Barlow Ruth H. D’Ambrosio Virginia C. Hinman Rodney S. LaBrecque Joan D. O’Brien Stephen F. Stettler Brigitte Tesson Peter L. Briggs ’71 Christopher F. Burr ’69 David Cronin Marion Dalton, R.N. Charles S. Holmes Kathleen Shortelle H. P. Baldwin Terry, Jr. Robert D. Burke ’72 Althea B. Cranston Talbot S. Briggs W. Thomas Earl William L. Graham Edward P. Herter Joan W. Howard Nicholas G. McDonald Mimi P. Maxim Mead Mary Southworth Walter R. Hampton, M.D. Scott W. Harrington James W. MacDonald, Jr. Roger G. Prior Dora Quintana Robert F. Staley G. Frederick Zeller, Jr. Stephen A. Barrand ’74 Margaret S. Burdett John A. Leith, II Jocelyn Paska Brenna O. Baringer James D. Brown Susan V. Castle Lawrence E. Crawford Priscilla MacMullen Linda L. Miller W. Thompson Prewitt Eileen M. Pyne John N. Romano, Jr. John S. Armour ’76

19711971-1975 1971-1972 1971-2000 1971-1975 1971-1974 1972-1974 1972-2001 1972-1994 1972-1984 1972-2004 1972-1974 1972-1975 1973-1977 1973-1975 1973-1975 1974-1984 1974-1976 1974-1978 1974-1984 1974-1977 1974-1980 1974-1976 19751975-1977 1975-1977 1975-1982 1975-1980 1975-1978 1976-1977 1976-1977 1976-1981 1977-1998 19771977-1978 1977-1979 1977-1981 200019771977-1990 1977-1979 1978-1993 1978-1981 1978-1979 1978-1980 1978-1980 1978-1980 1978-1986 1978-1980 1979-1988 1979-1982 1979-1980 1980-1983 1980-1983 1980-1983 1980-1982 1980-1984 1980-2000 1980-1985 1980-1984 1980-1982 1981-1983

Douglas E. Baker Janet L. Edmonds James J. Lytton John J. McGrath ’73 Arlene S. Buckey Todd L. Eckerson John Pinkos Anne B. Price Jacqueline T. Schmitz, R.N. Robina B. Worcester ’77 Daniel A. Aber August Ganzenmuller Robert W. Hill, III William V. N. Philip ’06 (H) Margaret L. Randall Dominic A. Rapini Scott A. Reeves Scott W. Stevens ’12 (H) C. Merrill Austin Richard D. Batchelder, Jr. Sarah E. Collins Barry F. Cronin Martha J. Kurtz Deborah Luster Michael P. Merritt Erik Nielsen David B. Warner Caroline M.A. Burkhart Barbara J. Lundberg Steven M. Smolnik Amy R. Stevens ’12 (H) Nancy Urner-Berry ’81 Gloria J. Trombley Susan M. Wallace Michael R. Cervas A. David Hitchcock James C. Houston Jane Ogden Houston Luis A. Moncada Amey F. Schenck David S. Werner ’80 Lisa A. Wilde ’81 Adriane S. Bianco Katherine B. Flood Adam S. Gordon ’82 John H. Mears, III Peter W. Newman ’80 Paula E. Sistare Willard M. Sistare, II Gayle F. Wald Louisa A. Burnham Joseph A. Donovan Elaine D. Topodas Maedean Weaver Pamela A. West Suzanne H. Woods L. Dean Adams Mary L. Eckerson Deborah A. Foley

1981-2001 1981-1987 1981-1984 1981-1983 1982-1990 19821982-1986 1982-1985 1982-1992 1982-1985 1983-1995 1983-1990 1983-1998 19831983-1986 1983-1986 198319831984-1993 1984-1985 1984-1985 1984-1986 1984-1993 1984-1985 1984-1986 1984-1988 1984-1993 1985-1986 1985-1990 1985-1987 1985-1992 19851985-1989 1985-1987 19861986-1991 1986-1996 1986-1996 1986-2005 1986-1987 19861986-1988 1987-1991 1987-1989 1987-1991 1987-1990 1987-1996 19991987-1988 1987-1991 19991987-1991 1988-1990 1988-1989 1988-1996 1988-1993 1988-1991 1988-1990 1989-1999 1989-1995 1989-1993 1994-1995

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FACULTY: PAST AND PRESENT(continued) Gregory D. Marco ’13 (H) Pieter M. Mulder Cynthia Harder Polikoff Jenny Sorel Christopher D. Burner Lynn Mather Charette Dennis A. Daly John D. Fixx Liza Fixx Julia Meytlis Malcolm E. Miller ’86 Kathryn Warner Sara Metzger Deveaux

Michael H. Gouldin Irene J. Iwan Cynthia A. Lazo Margaret E. Montgomery ’87 Sarah E. Smith Peter C. Geagan Lea Ann Gostyla, R.N. Raymond E. Gustafson Megan J. Icenogle ’88 Jennifer L. Muller Kurt A. Muller Thomas Powers Ronald J. Provost Douglas H. Allen Christine Walker Borrmann Ralf S. Borrmann John Cappadonna, M.D. W. Graham Cole Jon C. Deveaux Kirsten Durfee Suzanna Dwyer Peter P. Perkins David J. Prockop Hope N. Prockop Elizabeth Alling Sewall Elizabeth H. Wilde ’88 Joyce M. Wilson Sara L. Biddiscombe Joseph L. Daniels, II Charles E. Griffith III Elizabeth Blanchfield King Pamela J. McDonald Amy Nocton Beth A. Perl Jason Ream John E. Riegel, Jr. ’90 Robert T. Santry ’86 Deanna J. Stuart Suzanne E. Walker Barbara Adams Jacqueline Barnwell Brian W. Ford Lauryn P. Gouldin Helen J. Hurh Anne R. McManus Robert M. Moskowitz

19891989-1996 1989-1991 1989-1992 1990-1992 1990-1994 1990-2012 1990-1996 1990-1994 1990-1991 1990-1993 1990-2004 1991-1997 20001991-1994 1991-1997 1991-1993 1991-1994 1995-1997 1991-1992 1992-1995 1992-2004 19921992-1995 1992-1994 1992-1994 1992-1993 1992-1999 1993-2000 2001-2012 1993-1995 1993-1995 1993-1998 1993-2010 19931993-1994 1993-1995 1993-2009 1993-1999 1993-1999 1993-1996 1993-1994 1993-2013 1994-1997 1994-1996 19941994-1997 19941994-1997 1994-1998 1994-1997 1994-2004 1994-2001 1994-1997 1994-1999 1995-2011 1995-2002 1995-2008 1995-1997 1995-1997 1995-1996 1995-1997

Hima Vatti Susan L. Childs ’82 Geoffrey A. Drew Lisa K. Garlington Paul N. Heinze Marjorie E. Pinney Randy Slaughter Samantha Sparks Judi Tolomea Peter B. Ulrich Emily Valle Gloria Belanger Connell Mark H. de Kanter ’91

1995-1996 1996-1998 1996-1998 1996-1998 1996-1998 19961996-2003 1996-1998 199619961996-1998 19971997-2008 2010Dirk A. Delo 1997-2001 Pollyanna Doyle 1997-2000 Elisa R. Griego 1997-1998 Mark F. Hall 1997-2003 Caroline E. Haskell 1997-2001 Amy Hill 1997-1999 Edna Madden 1997Jane Lowry Miller 1997-2010 Dora Moncada 1997-2005 David S. Walton 1997-2001 Kristin H. Walton 1997-2002 Martha Woodroofe 1997-2002 Scott Barker 1998-1999 Kristin Burnett 1998-2006 Kate Applewhite Caspar 1998-2009 Kathleen Devaney ’02 (H) 1998Walter Gwardyak 1998-2005 Meghan E. Hazard 1998-2007 Robert Kron 1998-2001 P. Henri Lamothe, M.D. 1998-2007 Jill Loveland 1998Meredith Lucchesi 1998-1999 Stephan M. Pratt 1998-2005 Morgan Shipway ’61 1998Tracy Stewart 1998-1999 Jennifer Bihldorff Vanech ’90 1998-2000 Kathleen Warzecha 1998-1999 Mark Bishop 1999-2007 Ching J. Huang 1999-2001 Alison F. Schirmer Lockman 1999-2003 David Mehl 1999-2004 Melissa A. Morse 1999-2002 Mitchel G. Overbye 1999José Ruiz ’94 1999-2009 John H. Secor 1999-2002 Kelly Smith Plantan 1999-2001 Neal A. Tew 1999-2000 Tim Vanech 1999-2000 Peter D. Doucette 2000Julia R. Eells 2000-2005 Amy D. Graham 2000-2009 Mel C. Graham 2000-2009 Robert H. Lazar 2000-2003 Mary Pat Mahnensmith Gritzmacher 2000-2003 2004Bryan M. Tawney 2000Sara Anderson 2001David J. Chrzanowski 2001-

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FACULTY: PAST AND PRESENT(continued) Susan B. Difatta Erika Peterson Evanko Anthony W. Griffith Sara B. Moss David R. Pope Benjamin L. Temple Darik O. Velez Suzi Wilkins Tina Couch Elliot W. Dickson ’98 Grant Elliott Jennifer Elliott Deborah Goffe Hanna Kivioja-Honeycutt Pasquale Maggiora Erik H. Moen Joseph C. Noyes, IV ’84 Jeuley Ortengren Heather L. Weymouth Sara M. Giner Desmond W. Robinson Pearlena Robinson Karen Spiewak Jane Toner Guenter Wesch Elizabeth Childs Ariel R. Hirshberg Duddy Jonathan I. Edwards Elizabeth H. Heckman Timothy A. Joncas ’00 Kenneth S. Mason Mara Neely James O. Perry Joanna H. Ro Drew W. Tanzosh Sarah Torrence David Barragán Kristin W. Barragán O’Malley Barton Brian Byrne Scott Duddy Christy R. Garcia ’00 Newell M. Grant, Jr. ’99 S. Whitney Jackson ’96 Kathryn Johnson Colleen McDonald Joncas Matthew M. King Alan S. Leathers Minet Marrin Jacqueline Miller Kimberly Pope John Sandoval Nancy Spencer Donna Balcezak Dana T. Chapin Michele L. Killeen Laurie MacDougall Lisa J. Perry Darlene Skeels Sarah Dalton Quinn Timothy J. Quinn

2001-2007 2001-2004 20012001-2006 20012001-2002 2001-2005 2001-2002 2001-2004 2002-2007 2002-2005 2002-2005 2002-2003 2002-2003 2002-2003 2002-2003 2002-2006 2002-2006 2002-2005 2003-2005 2003-2005 2003-2005 2003-2007 20032003-2005 200420042004-2004 2004200420042004-2009 2004-2007 2004-2007 2004-2009 2004-2009 2005-2010 2005-2009 2005-2008 2005-2007 20052005-2006 20052005-2010 2005-2010 20052005-2007 2005-2006 20082005-2006 2005-2008 2005200520052006-2007 2006-2010 2006-2009 2006-2010 2006-2007 20062006-2012 2006-2012

Rachel Armstrong Shawn R. Desjardins Kendra Lawrence Douglas B. Lind Amy L. Merli Melinda L. Wright Nancy Hendryx Jessica Keeley Keough Thea Leach Daniel M. Lynch Sheena K. Marquis Sara Miller Margaret Q. Pilling Lee D. Zalinger Janna L. Zempsky Whitney Roe Barrett Jennifer A. Hughes Maureen Gassert Lamb James S. Waters Sandy Carlisle Farrell Swain Gerges Cara Hugabonne Lee Huguley Lindsay C. O’Brien ’05 David T. Pringle ’05 A-men Rasheed Peter Smith Arturo Solis Duane Stagg Cheryl Stone Zhan Z. Welcome Gregory B. Williams Charles Wright William T. Zempsky Michele B. Hatchette ’05 Emily Neilson Shannon E. O’Shaughnessy John C. Reigeluth ’02 Carolyn Walker Colin Hartwig Paul Kendall Jason F. Keough Kate St. Amand Amanda Hollebone Emily Kowal Josh Margolis Ellie McDonald Welbith K. Mota ’06 Ugo Nwachuku

2007-2008 20072007-2010 2007-2008 2007-2012 2007-2011 2008-2009 2008-2011 201220082008-2010 2008-2009 2008-2009 2008-2011 2008200820092009-2010 20092009-2013 20102010201020102010-2013 201020102010-2012 201020102010-2013 2010-2011 20102010-2011 20102011-2013 20112011201120112012201220122012201320132013201320132013-

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THE SESQUICENTENNIAL STAFF OF WESTMINSTER SCHOOL (Those employed by the school in 2013, and the year they joined the community.)

Dana W. Guay, 1981William P. Ennis, 1982Raymond Baksys, 1988Diana E. Evans, 1988Jane T. Toner, 1989Jeffrey R. Brignano, 1991Michael C. Stein, 1991Robert W. Locke, 1992Wilbert G. Babbitt III, 1993James Courtemanche, 1993Diane M. Dombeck, 1993Elaine M. Iwans, 1994Rhonda L. Smith, 1994Charles G. Stepina, 1994Virginia C. Earl, 1995Gary E. Ransom, 1996Ellen L. Hannah, 1997Siobhan L. Ulrich, 1997Beth A. Soycher, 1999Daniel P. Wentworth, 1999Robert D. Hafner Jr., 2000Gary A. Preston, 2000Deborah S. Ribaudo, 2001Rebecca J. Airgood, 2002Robert B. Davis, 2003Novelette C. Gordon, 2003Raphael Lambert, 2003Carol J. Kirsch, 2004Sheryl Pierson, 2005Alyssa J. Probulis, 2005Janet A. Reed, 2005Susan K. Trimble, 2005Stephanie Birch, 2006Josephine D'Aloia-Bottass, 2007Audra H. Harris, 2007-

Donna L. Kemp, 2007William A. Liebert, 2007Michael P. Garzone, 2008Barbara Kusak, 2008Julie Smith, 2008Lauren Vanderbeck, 2008Donna T. Donegan, 2009Kenneth D. Davis Jr, 2010Rachel McCants, 2010Andrea W. Perdion, 2010Duane J. Stagg, 2010Tamara S. Storrs, 2010Dave A. Walton, 2010Denise D. Woodruff, 2010Anne L. Krueger, 2011Sophia L. Martin, 2011Kathleen L. Moore, 2011Viviene R. Walker, 2011Cheryl C. Dube, 2012Mary L. Eckerson, 2012Alan F. Hill, 2012Kevin R. Kirsch, 2012Julia D. McGoldrick, 2012Rebecca L. McGuire, 2012Arnold M. Orschel Jr, 2012Tracey A. Storey, 2012Rosalie W. Friedman, 2013Todd M. Forsyth, 2013Jeanne B. Griffith, 2013Michelle L. Kemp, 2013Robin C. Newman, 2013Elizabeth Palacios, 2013Paul L. Schweiger Jr, 2013Suzanne A. Smith, 2013-

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WESTMINSTER SCHOOL ALUMNI 1989-2013 1989 Peter D. Aeschliman Sarah K. Alford Alexander T. Austin Christina McKay Bagno Stephen W. Bailey Suzie Lowry Bailey Susanna B. Baker William L. Beckford Henry H. Beckmann Sloane Andrews Bergien Margaret Reed Brehman Fletcher A. Brooks Stearns J. Bryant David J. Buckhoff Jennifer Sorenson Buddenhagen Lisa Sullivan Butler Thomas M. Butler Nancy Richards Cavanaugh Michael J. Chiantera Sung-Bae Cho Megan C. Clark John R. Coutts, Jr. Nathan B. Crain Michael R. Daglio Kristin O’Brien D’Agostino Robert C. Deery Michael C. Delaney Elizabeth Guthrie DellaVolpe Alethea Hawley Elkins Steven J. Ferrara John E. Garrity Hector A. Gordon Elliot W. Gray H. Bradshaw Gray Allen B. Greenough Charles E. J. Hall Mary D. Hampton-Sirianni Kerin O’Malley Hanson Alexander F. Haussmann Elizabeth Vincent Havill Lindsey C. Heard Timothy W. Heck Caroline Burnham Herdeg Fell C. Herdeg Robert T. Horsford Abby Wilson Hoven Dr. Kendall L. Hoyt Andrea Scherz Kansy Nadia Allam Kavour Daniel J. Keating James H. Kelly Peter K. Kleiner Brian L. Knight Yuyra T. Leiva Matthew McN. Livingston Christianne Collinson Lurie Sharon Bschorr Mayer James T. McBrier Sean L. McCarthy Charles W. McConnell

Kelly A. McDevitt John T. Mechem Gregg M. Miller Gregory S. Miller Michael T. Mohrman Brett D. Moyer Richard C. Mugler, III Edward G. Naylor David R. Newman Suzanne D. Oppenheimer Aishling Watterson Peterson James S. Peterson Paul B. Porvaznik Mtu Pugh John Raymond Andrew P. Renkawitz Stephen J. Rodman Cynthia Ayre Sandstrom Gabriela Schultze-Rhonhof Nicholas H. Seidenberg Tyler Sherwin Anthony P. Shimkin Alexander M. Spelman Diana A. Steward Corey D. Sullivan Andrew H. Sutro Carrie Carter Traub Jason D. Usher C. Matthew Vendetti Frederick J. Wilcox, IV Stewart W. Winkler Victoria McLearn Woodruff John P. Wykoff Stephen H. R. Young 1990 Marni L. Allen Ellen Brockelman Bailey Christopher H. Barrett Jason L. Berry Rev. Tyrone C. Black Marile Haylon Borden Lt. Erik B. Brown John C. G. Brownlie Gregory P. Bru Scott O. Burch D. Morgan Butters M. Kathryn Phipps Calloway Elizabeth Cameron William D. Carey, Jr. Timothy A. Carter Katherine B. Chrisman Michele Murray Cirillo Eliza Schwindt Clayton Peter B. Crocker John R. Dauk Aileen T. Daversa Harvey C. De Movick, III Lydia Shaw Dill Christian L. DiPentima Jason J. Dittmer

David G. Dunn Hunt Durey Christopher S. Durfee Jennifer E. Durning Daphne Watson Ely Cooley K. Fales John P. Fitzgerald Susan Dwyer Fitzgibbon David T. Fitzsimons Veronica N. Flores William H. Foy, III Timothy J. Frahm Jennifer P. Franchot Kathleen J. Frydl Zechariah S. Gardner A. Prentice Grassi, Jr. Spencer W. Haimes Katherine Hatch Harris Amy Killoren Haug Niels I. Hinke Brooke Williams James Sarah Davis Johnson Attila Koperecz Michael J. Lasher Jeffrey L. Lemire Victoria Gitterman Leonard Andrew G. Lynch Timothy B. MacGuire Richard B. Madden Sarah Josephson Mallon J. Kemper Matt, Jr. Shannon L. McDevitt A. Ryan McGuigan Robert A. McKinnon Suzanne Jarrett Melan Gene S. Miao Peter H. Mihan Courtney Suhler Morey Virginia H. Morsman John E. Mullen, IV Robert P. Muller Annie Rusher O’Flynn Susan Kristol Olson Mary M. Peck C. Eve Poole Percival H. C. Potter, III Maud Macrory Powell Melissa A. Pranzo Mark J. Prendergast Maura Polci Provencher William W. Purcell Jennifer Patton Rabley Bradford H. Rhine John E. Riegel, Jr. Peter C. Sands Paul A. Spagnoletti Robert W. Stockton Jennifer A. Stout Gillian Wilbur Stratmann Edward A. Suarez Sakinah Carter Suttiratana

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WESTMINSTER SCHOOL ALUMNI 1989-2013 (continued)

J. Nicholas Swan Michael J. Tauber Grey M. Terry Ralph Tocco Brian L. Tumolo Jennifer Bihldorff Vanech Robert T. Verrengia Jennifer B. Wendell Nicholas Wickes Mark A. P. Wike Major Timothy W. Wilcox USAF H. Wellesley Wild LaShaun A. Williams John D. Wilson James D. Wing Robert V. Wittig, Jr. Katherine Harrison Wyrick 1991 Carter P. Agar David M. Amsden Karen M. Barefield Caleb T. Barnum Frederick A. E. Beer Danielle Bello Michael D. Bickford Jean-David L. Boujnah Ethan B. Brooks Halsey R. Burgund Megan Burke Jeffrey D. Bush Jennifer Buttner Donald C. Cambridge Christopher J. Campbell Ginna Foster Cannon Jeffrey L. Caro Mark Chung Jason L. Clark Mark H. de Kanter Eleanor Acquavella Dejoux Alison C. Duxbury-Shadwick Deirdre Carroll Erulkar Margaret E. Fox Mark R. Frahm Howard Francois Phoebe B. Fulkerson Nina McShane Gardiner Samuel L. Gaudet William E. Grace Benjamin M. Green Joseph V. Gresko Gregory J. Guido Ryan O. Haggerty Anne Manternach Hall Nathaniel S. Hardcastle Jessica Blades Havens Chris J. Herman Andrew S. Hodson Alison Steers Hubbard Amy Kalmbach Lee M. Kaltman

Daniel J. Kanowith Lindsay A. Kelliher Anne Clay Kenan Ashley C. Kreb David C. Laird Laura Guthrie Lear Brian C. Leddy Tom C. Leite Kelly Miller Lilly Eric K. Lin Jennifer M. Litman Bruce G. MacKenzie Courtney Dann McAdams Clayton J. McCaffery Scott T. McKnight Michelle Anne McNally Fiona Scott Mechem Mr.Thomas P. Miller Alexandra Lifton Misczynski Todd H. Moran Lucia Quartararo Mulder Alexander B. Musser Jennifer A. Naylor Christopher T. Perkin James P. T. Potter Chad E. Quenneville Caleb F. Reese John P. Reilly Philippa Bickerton Richards Hilary E. Rosen William E. Rosenthal Richard R. Rossmassler Christiane Schuerner Elizabeth Higginbotham Sherrer Marsahala Siahaan Matthew D. Sibley Travis W. Smith Richard W. Sorenson, Jr. Edwin J. C. Stanley Jennifer Yardley Stein Kristin A. Sturner Wendy Asbury Swenson Sara Oâ&#x20AC;&#x2122;Donnell Sykes Nick Talwar Tai Ching Tan Joel W. Taplin Michael I. Topodas Jeffrey R. Turton Ruben A. Vargas, Jr. Mathew L. Warner Keelin C. Watterson Robert C. Webster, III Marta W. White Sara L. Whiteley J. Megan Williams Shauntez R. Williams Donald P. Wilmot, Jr. 1992 James K. Adams Adriana Argento

Emma G. Bloomfield Sean C. Bonyun Csaba Borsody Kirsten Slusar Bossin Jabez V. Boyd Katherine Drew Braiewa James G. Bray Alexis Hartstone Bridgett Joy A. Bryant Amy Gayeski Bunton Jennifer I. Burch Charles M. Cartier Gerard P. Charlot Howard L. Clark, III Alicia H. Coles Katharine Charlston Colgate Matthew A. Colo Edward W. Connell Christophany M. Creed Peter S. Cumming Amy Gallivan Damico Nicholas H. Dilks Abigail V. Duncan Elizabeth M. Eaton Ethan C. Evans Randy A. Fernandez Samantha A. Fiske Luke R. Fitzgerald Dennis M. Fitzgibbons Henry H. Forsyth Ian M. Fredricks Emily-Anne Garland Kimberly Sturz Gaynor Andrew M. George Timothy L. Geraghty Katherine Egan Gilbane Alexandra B. Gordon M.D. Matthew W. Graeber Brooks L. Gray John W. Gray Mason G. Gregory Gabriel J. Gresko Anne McCulloch Grogan Peter T. Gulick T. Craig Gwinn William S. Hersom Edward Jacobs Brigham M. Keehner Sakura Kishimoto Thomas J. Koester Bernhard L. Kohn, III Todd D. Krugman Jordana Grand Levine Megan R. Lovell Brooke S. Magnaghi Craig E. Maravich Courtney Cooper Mathy Tara M. McCausland Paige McCoy Meuse James M. Miklus Laura Dine Million

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WESTMINSTER SCHOOL ALUMNI 1989-2013 (continued) Alyce W. Mitchell Randall K. Motland, Jr. James H. Oldershaw Charles Page Robert W. Paterson, Jr. Heidi Smith Phelan Steven L. Pleau Kenneth A. Pouch, III Margaret Whitman Righellis Valerie Arnheiter Ritter Kirby Harbeck Rosplock Marian Davidson Rouse Carl T. Schuerner Basil B. Seggos Russell Shaw Lia Morris Siff Robin Herrick Tesoro Spencer E. Thrall Sarah Wallace Townes Stacey Smith Trippe Christopher B. van der Kieft Juan A. Vaquero Forrest E. Vultee Jennifer Kleeman Wall Alexander C. P. Weil John G. Werner Matthew E. White Todd R. Wildman Sarah Toomey Williams Ryan N. Winger Michael D. Witter Richard Jin Yao 1993 K. Jill Adams Omar R. Allam Alexis McCraw Armstrong Barbara S. Bazos Constance Bazos Bienvenido M. Benach, V Andrew A. Black Matthew Black Elizabeth Williams Boguniecki Eric J. Boguniecki Roger F. Brooks Laura C. Bruemmer Lindsay Shaw Bruno Lisa N. Cacciabaudo Brian P. Campbell Serena A. Carbonell Geoffrey Hicks Carnes Geraldine D. Carter Edward C. Childs James McM. Childs James H. Q. Davis Kristen Tracey Davis Michele Cochran Downey Marc T. Drew W. Scott Druckemiller Witney D. Earle Robin Beaulieu Ellef

Trevor L. Ellis Timothy W. Ernst Laurie Ballentine Ferris Joshua L. Fitzsimons Jeffrey S. Forbes Alexandra K. Franchot Pierre R. Francois Elizabeth Carstensen Genung Ellen M. Gutierrez Dara Baur Hall Jonathan B. Hall Kari Hamon Mollie A. Harb James R. Heffernan Tyler V. V. Hill Abigail Keeler Hord Jeremy L. Horner Ryan P. Hubbard Mona N. Javdan Whitney Smith Jiranek Christopher R. Jones Harry N. Katz Meredith D. Kaufman James L. L. Kerr Wendell Trainer Kerr Captain Bradford H. King Hilary Peterson Klug Douglas B. Knight Catherine A. Lamenzo Mary-Sumpter Johnson Lapinski Fiona Laughlin Alexander F. Leal Cedric E. Lee Derrick D. Logan Amy Wade Majewski Jason A. Manasse Jeffrey H. Manternach Christopher M. Markowski Missy Hathaway McKenzie Nicola C. J. Godfrey Merry Holly Shaw Michaud Alicia Williams Mindel Coren Caisse Moore Erin Hynes Naspo Alison French Nathan Dr. Ryan A. Naujoks Pavel Navrat John B. Penruddocke Thorne L. Perkin Lindsay Earl Peterson Clifford B. Pintard The Reverend Spencer Bayer Potter, Jr. Alison Klimek Power Douglas B. Prezzano Susan K. Rodney James D. Rose Ebony M. Roundtree Mark J. Russell John B. Ryan Adelaide Valentine Sattich

Catherine S. Schneider Matthew J. Schwarz Justin T. Scott Demond Simmons Kurt Sommerhoff Emily S. Steers James M. Stepp, Jr. Alya Stoffer Ian A. Sutherland Matthew J. Tanis PE Rohit J. Thomas Dorian G. Thompson Nathan L. Townsend Kimberly K. Van Mourik R. Spencer Van Pelt W. Peter Wall Peter M. Welles Margaret White Thomas S. White, III Lance Whiteside W. Curtis Wilcox Mary-Ellen Hough Wildman Jay Williams Elizabeth Doenges Winkler Julie Madsen Zarou 1994 Amanda J. Argazzi Suzanne Daglio Armstrong Malcolm G. Auchincloss Miles E. Bailey Jenna L. Beebe Marc W. Brandon Tina Robinson Brletich Brian M. Brown Rochelle C. Brown Skip D. Campbell Elizabeth Richey Cristini F. Kelso Davis, II Theo D. Dienes Alexis M. Donney Alexander W. Dundas Borja G. Fernandez-Pena Andrew B. Firestone Elliott M. Francis Paul E. Freeman Jody R. Garland H. Christian Gianaris Ashley Knowles Grenier Darcy L. Halsey Dwayne A. Hamblin Daniel S. Hanley Megan Lawson Harrod James F. Heneghan Allison Auerbach Hill John W. Hoag, II Carrie L. Hoffman Aleathia M. Hoster Jennifer L. Hull Heather S. de Vries Jordan Roger A. Katz

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WESTMINSTER SCHOOL ALUMNI 1989-2013 (continued)

Emily van Nierop Keats Jin-Pyung Kim Locke H. King Adam C. Kleinheider Geoffrey M. Kufta Jourdan T. Kurtz Adam L. Kuzmeskus Andrew M. Laing Neil A. Lawrence Elizabeth Bruderman Loiselle Jonathan P. MacCallum Wendy R. MacNaughton Hector A. Maldonado Kerry M. McGaffey Craig J. Millard, II Michael S. Morgan Mary E. McGuigan Parker Martha M. Payne Anne Marie Oberg Pelletier Samuel B. Powers Stephan R. Reeves Brian C. Regan Emily Fuller Rooney Jose L. Ruiz Beecher C. Scarlett Harold B. Scott, III Brendan P. Shaw Kristin Wildman Shirahama Bejan Shirvani Elizabeth Hibbard Sianturi Taylor D. Smith Courtney P. Stacks Kim Thurlow Stern Cameron C. Stewart Eron Robert Sturm, M.D. Jesse James Sturm, M.D. Michael E. Susanin Kenneth G. Tateosian Lynn C. Tibbles Dean T. Topodas Maritza Torres-Manzillo Paul A. Trachtenberg Landon L. Tracy Megan K. Van Linda Yvonne E. Vandenberg Annabelle Karper Vultee Karen L. Walter E. Brooks Warner, III Elizabeth Lochhead Warren Margot P. Weil Michael A. Wiernasz 1995 Christopher L. Akin Bettina Lynch Albert E. Whitney Arnold Wendy H. Babcock Ceridwen W. Bamford Yetunde Bamiteko Miguel A. Barbero Jonathan L. Barker

Robert J. Barrett, IV Madeleine C. Bartow Megan Reilly Bayless Brittany L. Beebe Dr. Julie Zlotnick Belcher Jeffrey A. Bettencourt Sarah H. Booth Justin E. Bourgerie T. L. Coleman Brooks David H. Bruce John S. Buckley Mary E. Cagliuso Amy F. Cerciello Donna J. Chen Socorrito M. Claudio Erin S. Corbett Reagan Coleman Cornish Whitney J. Cox Nathaniel L. de Kanter Michael A. De Masi Masood S. Dehnavifar Alexandra Dwyer Edwards William M. Egan Andrew C. Estill Emily Williamson Estock Brittany A. Evans Edward P. Field, IV Bradford L. Fulkerson Michael W. Gagne Ryan D. Gahagan Tyler D. Gamble Todor V. Georgiev Timothy E. Glisker Emily C. Hall Jill Mara Olich Hamilton Marcy Harriss Sarah Crocker Horner Katherine Bartlett Janiszewski Louise B. Jeffrey Chul-Kyun Jeong Robert J. Johnston Robyn E. L. Jones Ryan S. Jones Rufus M. Judson Lance T. Kaiser Cori M. Kautz Dr. Jeffrey Kaye Jennifer E. Keeney-Bleeg Yuko Kishimoto Jordan A. Krugman Elizabeth Urban Kuney Erin Andrus Kuzmeskus Sean T. LaChance Rebecca Thornton Leach Edward K. Lin Mark P. MacKenzie Lydia Heenan Marshall Courtney C. Matthews Ross D. McEwen Brendan T. Moran Elizabeth Kenan Morton

Katherine Murphy Michael T. Naess W. Mathias Nolan, IV Kevin D. Oâ&#x20AC;&#x2122;Connell Michael P. Oâ&#x20AC;&#x2122;Malley Juliana Bontecou Pecchia Marcela Klicova Perett Magdaleyna E. Permut Dr. Gregory A. Polar Kelley Forbes Reilly Deborah D. Riegel Sarah E. Robson James W. O. Ross Alisa Rotando Ryan James P. Ryan, Jr. Gabriel B. Sauerhoff Whitney Scarlett Saunders Kevin M. Schuster Margaret E. Smith Clark A. Smyth Seton Clark Spagnuolo Nikolai C. Starrett Julie Blair Terrell John W. True Marissa Pepe Turrell Gunnar Victorin Erich C. Walter William D. Weems Roy A. W. Westlund David E. Zeytoonjian Jaimee A. Zick 1996 Idris Abdul-Aziz Elizabeth L. Ackerman Christa Rozantes Allen Michael W. Anderson Emily B. Atterbury Brett M. Balavender Seth A. Barbiero Allison Bailey Blais Marc A. Blanchette Kevin P. Bracken Rebecca E. Brooks Dr. Kara W. Brown Matthew T. Bryant Jeffrey P. Cady Meghan Leal Campbell Edward S. Carstensen Jena M. Caruso Carolina Cely Joshua M. Cervas Ricardo Chambers Eugene B. Chen Jenny J. Chen John M. Chiantera Jacinda R. Chislum Woo-Hyung Cho Goo H. Chung Erin Corbo Emilie E. Cowan

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WESTMINSTER SCHOOL ALUMNI 1989-2013 (continued) Jeremy P. Cramer Ross C. d'Avignon Sujay M. Desai Meghan Brady DeVoe Jackson F. Eno, Jr. Margaret M. Foehl A. Brent Francoline Dr. Joanna Berger Frantz Nicole A. Furek Kristen D. Garlans Stephanie Inabinet Geers Paul J. Gemelli Jennifer C. Genovesi Brian T. Gerges Kyle R. Gillies Katherine Caruso Hanrahan John R. Hatch Stephen Watts Kearny Hibbard William J. Hoffman Jennifer Walkwitz Hoffmann Roy J. Ingraffia, Jr. Christopher P. Ix S. Whitney Jackson Jennifer Glassman Jacobs John P. Jasaitis T. David Johnson, III Annina D. Kammer Edward C. Keyl Laura M. Kitchings Jennifer McDonald Kravetz, M.D. Elise T. Kubiak Amanda Dravecky Kulczewski Clayton L. LeBlanc Victoria H. Lynford Cameron M. B. Matheson C. Alexander Matt Eret C. McNichols Catherine Janiga Menard John H. Moorhead, Jr. Christopher H. Moran Alice Fitzgerald Morgan Christopher L. Morgan Anju Mulchandani James W. Newberry David A. Noe Andrew D. Olson Janjarat Onlamai Hollis Dilks Oâ&#x20AC;&#x2122;Sullivan Sarah Pytka Percival Christopher R. Pierce Kaci D. Polk Eric M. Potter Jason A. Pouncy Timothy J. Quinn Jacob R. Replogle Thomas M. Richardson Jordan Lonegren Robbins Emily Estes Robinson Bethany Tracey Rodrigues Joseph L. Rodrigues Brian M. Rooney

Bryant M. Rowean Jaime Royer Rudy Jerry O. Ruiz Rebecca Rudnick Santiago Christine Donza Sawyer Hilary G. Sawyer Katharine Stickney Sawyer Shane Sayers-Couzyn Thomas A. Sayre Aurelie I. Sayres Stephanie Zegras Schneider Andres Schumann Christopher J. Shelton Katherine A. Simson A. Alexander Smith, IV Devon Magnaghi Smith Philip R. Spalding LCDR Eleanor F. Stack Cord J. Stahl, III Marshall W. Stair John M. Stevens B. Eric Swanson Suvit Thammongkol Rebecca A. Toffolon Juliet B. Unfried Michael C. Van Linda Alexander P. van Voorhees Lyle Rodenberg Vivolo W. Alan Walker Ryan S. Ward Richard Weir, IV Brian D. Welles Helen R. Whalen Marc J. Whittaker Carolyn A. Young 1997 Michael D. Abner Julia L. Arant Colette A. Arredondo Christine L. Barnoski Sarah A. Batterson Hillary M. Bell Lake C. Siegel Bell David M. Bernard Brian D. Bettencourt Meredith B. Blake Alin N. Boicu James C. Boynton Courtney A. Bright-de Kanter Sean R. Broderick Thomas L. Brogan Elishia L. Brooks Alexis L. Brown Catherine E. Brown Joseph L. Brundige Carl S. Buffington Jane Simmons Bullock Nicholas Carso, III Matthew P. Chapdelaine Jen-Ting T. Chen

Timothy B. Chen Hyung Woo Choi Katherine Robinson Cirelli Jared N. Cohen Will S. Crawford Joseph T. Curti Seth C. de Kanter Samantha E. Diaz-Caro Gretchen Unfried English Raleigh C. Finlayson Daniel B. Fitzroy Katherine Murphy Gardner Anca Moldovan Georgescu N. Parker Gibson Alexandra Verticchio Gould Richard T. Graham Ron Haberkorn-Butendeich James M. Hannoosh Alexcia T. Harrison Nathaniel D. Hayward Alyssa Brightman Hendrix Gillian Kilberg Hodge Shelton M. Hudson Thomas William Jackson George D. Jacobson, III Stephanie E. F. Jazlowiecki Todd D. Jeffery Meredith Lyster Jones Rolanda M. Jones Jemin Kim Lindsay B. Knapp Jonathan S. Laughlin Carolyn Cordner LePage Katharine W. Mallory Matthew J. Markowski Wansuree Massagram Lauren E. Mazzaferro Marc D. McEwen Christopher P. McKelvey Graham A. R. McNally Robert G. Moran Robert P. Mountain, III Helen Josephson Nelson Katharine Reese Nitkin Jan A. Northrop Elizabeth J. Oberg Sabrina E. Parra-Garcia Chad F. Al-Sherif Pasha John S. Payne Matthew T. W. Perry Suzanne Piker Prasobchok Poonsong Justin M. Porter Chad F. Prashad K. Lauren Bontecou Reichart Isabel S. Reining Stephanie Timberman Richard Peter J. Royer, Jr. Erin M. Salius Veronica Sanchez Varela Andrew J. Sauerteig

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Eliza H. Scott Melinda K. Shaffer Carin Scott Shepherd Mikaela B. Shuhi Andrew H. Squibb James T. Stewart Raymond D. Sulentic, II Sarah Nathan Sullivan W. Clark Teagle, IV Bianca D. Tennyson Brian R. Thibeault Miss Leya E. Topodas Diana Zakow Totolos Kyle E. Utter Varot Vimolvanich Christopher F. Watson Lowell P. Weicker Jeffrey M. Weintraub Jasmine Daniel White Samantha Masotti Wickwire Bradford H. Wilcox Kenneth S. Wilson Chi Ho Wu 1998 Charlotte Corriveau Alexander Harris L. Arnoff Elisabeth Gailun Baird Elizabeth S. Barker William M. Barnes, Jr. Philip K. Bartow, III Kelly Roos Beals Jennie S. Bell Andrew J. Blair Thomas H. Blake, III Joshua S. Blender Elizabeth R. Brady Malcolm A. Brown Sarah Dabney Brownell Christopher J. Bruderman Alexander S. Bryant Erik N. Calloway Roderick L. Cameron Natasha Williams Campbell Kathleen M. Carney Larissa N. Carso Hillary Lavely Corbin Parker S. Corbin Dr. Amy P. Cordner Jeffrey D. Corsetti Anna L. Critchlow Kamali J. Davis Peter H. Day Jon P. Deliz Kinga K. Demeter Elliot W. Dickson Corina C. Dodson William W. Dunlap Alexander W. Eagleton Luke T. Earl Scott E. Ellison

Matthew M. Faeth 1st Lt. John P. Farley Jameson A. Flaherty Michael T. Flowers Alison J. Foisie Jason A. Fransen Cornelia S. Georgiadis Timothy D. Gerges Lauren R. Gibson Benjamin H. Ginnel Joshua D. Gladding Carina M. Grenier Dawn A. Harris Matthew C. Hartley Vanessa Y. Harvey Brandt D. Hastings J. Colin Heffernan Brandon P. Hess Stephen Hickey Nathaniel A. Hudon Michael A. Innes David M. Ivanits Jeanna D. Johnson John D. V. Johnson Kenneth D. Johnson Brian T. Jones Russell C. Joseph, Jr. Kimberly C. Karlson John F. Kennedy Michael S. Kim Jill A. Lawson Ashley Bryant LeWinn Roy C. Lynam C. J. MacDonald, Jr. Donal A. P. J. Manning Brian W. Matthews Johanna B. McLoughlin Paul M. Mello Shana D. Melnysyn Scott A. Mensi Christina F. Mettler Hyukkee M. Moon Kelsey J. M. Morgan Zara Kyasky Morgan Arun A. Mulchandani Ryan A. Oâ&#x20AC;&#x2122;Donnell Santina V. Oppmann Aimilia Papazoglou Craig W. Pfau Jonathan M. Phillips Nuttapon Promprapai John R. Randall Stephen D. Richard Jonathan C. Rinehart Christopher A. Roselli Andrew L. Rotando David C. Rush Stephen K. Rusher Lawrence A. Sannicandro, Jr. Kimball G. Sargent David A. Schneider

Lisa M. Seidensticker Leila Mountain Shaw Kirsten A. Sichler Seung Eun Song Jason C. Spinell Avery T. Stabler Douglas C. Stadnyck, Jr. Katrina T. Swanson George N. Thompson, III Jennifer M. Tuttle Margaret M. Tyrrell Joseph A. Urso, Jr. Marie A. Van Der Mije Andrew A. Van Wey Christine Capeless Vaughan Emily Hoffman Vincent Henry S. Washburn Jonathan B. Watt Alexander F. Young Jane C. Zink Alison L. Zultowski 1999 Andrea B. Abram Ingrid G. Alimanestianu Kenneth W. Allgyer Benjamin P. Aparo Charlotta M. Asell Laura M. Bailey Ryan P. Balavender Michael L. Ball Conway Walthew Bate Elizabeth A. Bauer Bradley W. Bayer Whitney D. Bell Nicholas A. Berno Michael S. Blake Anne W. Boenning Captain Owen M. Boyce John A. Bridge Suzanne M. Bruderman Kevin P. Bryant Kevin H. Cawley Elliott Gar-Hung Choi Won-Jun Choi Ali-Rebecca Cohen Vernon B. Connell Meredeth M. Dearington Keith A. Distel Philip R. Dizard Bradley T. Emott Talbot Randall Fall Daniel B. Farrelly Jesse G. Favia Nicole Piechowski Field Nathan S. Fletcher Jeffrey A. Fransen Kate E. Fuge William G. Gahagan Daniel A. Galbraith David A. Galbraith

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WESTMINSTER SCHOOL ALUMNI 1989-2013 (continued) Rebecca H. Geehr Jillian D. Geissler Newell M. Grant, Jr. Sarah C. Hannoosh Conor D. Heffernan Greta Geer Heinz Ryan G. Hemphill Mara Caruso Henckler Graham E. Herschel Connor A. Hills Katherine Duxbury Hills James R. Hinman Sean-Michael L. Hodge-Bowles Elizabeth S. Holland Julie E. Karlson Jeffrey A. Keeney Brendan P. Kelly Brian J. Kerley Dr. Nicholas A. Lillo Ethan M. Linen Jamison A. Linz Abbie Wold Long Charles Hugh Graham Lugton W. Gray Lyster, IV Emily-Anne H. MacDonald Scott J. Merrill Joseph A. Miller III Robert M. Miller Brian W. Mitchell Chae Young Moon Edward W. Morris, III Barrett Mully J. Bradley Neuberth W. Tyler Ogden Lauren Polo Patnaude Richard S. Perkin, II Ryan A. Petersen Bryce J. Petty Reed M. Rathgeber Christopher S. Reigeluth Shannon B. Reilly Ju Yeon Rho Alison C. Richards Katherine Willis Rogers Charlotte E. Rubicam Philip D. Sambazis Pamela S. Sartorius Jeffrey A. Scarcella Meredith Shuford Schultz Adam M. Schwaber Joseph A. Sciuto Justin E. Scull Bret E. Shaw Ryan M. Shelton Matthew S. Silverio Sarah A. Smith Jennifer C. Smyth Morgan E. Stair Michael R. Starr Anna N. Stickney Margaret L. Sullivan

Jeffrey T. Thorne Jamie K. Thornton John H. Timken Torrey B. Trzcienski Oliver W. Tuckerman Travis M. Vanderbilt Caitlin E. Vaughn Scott I. Walkwitz Clare Waterman Andrew K. Watson Julie A. Weintraub Oliver J. Wright Matthew H. Wu Matthew H. Zimmerman 2000 John S. Anderson Katharine Hastings Bahnemann Jennifer M. Baker Jillian L. Barnoski McKenna A. Bartling Ashley E. Beckwith Jonathan D. Bertman James M. Bishop John H. Blair, IV Emily H. Bolton Jessica Starr Boz David H. Bradley Geoffrey C. Brethen Laura R. Bridge Daniel G. Britton John N. Butos Joseph E. M. Carrafa Brendon O. Carrington Meredith A. Carso Anne K. Cavazuti Kirsten Ford Champlin Jonathan Gar-Choy Choi Stephen R. Climie Jack A. Cole Matthew L. Corbett Joseph C. Corbo, Jr. Jennifer Barrett Crocker Alexander J. Daigle Susan Kappler Dalka Ian M. Dana Alexandra Dattelbaum Erinn Sullivan Davis Christoph Defforey Kathryn E. Dehne Lawrence A. Delasotta Matthew P. Denorfia Kathryn Thibodeau Dever Kevin T. DiChillo Kelli L. Doran Kelley K. Drake Christine Miller Droessler Timothy W. Egan Geoffrey H. Faiella Brad L. Feld Benjamin J. Feller

Gretchen W. Finley James D. Finley, III Ryan F. Fitzgibbons Kimberly D. Floyd Jasmine P. Foreman James R. Gahagan Christy R. Garcia A. W. Gardiner Christian H. Garnett Alexandra B. Ginnel Robert F. Hammel Jr. Brent W. Hardenbergh Benjamin Hickey August J. Hoerrner, Jr. Joshua I. Hoffman Jae-Wang Hong Melissa A. Horne Wade H. Horsey, IV Brian C. Howard Thomas K. Jacob Nils H. Jakobson Timothy A. Joncas Andrew M. Jones Tracy D. Kaplan Elizabeth S. Kelly Meghan A. Kennedy Michael Patrick Horton Kennedy I-Jin Kim Jason P. Kinsella Emily Rotando LaFemina Jesse T. LaRusso Christopher L. Lee Yun-jin Lee Lee S. Lyon Robert O. Manuel Allison L. McCann Todd D. McDonald Molly M. McInerney Nicholas J. Mercadante Meredith R. Miller Rachel S. Miller Jakub B. Mleczko Michelle A. Morgan T. Chadbourne Mountain Nathaniel E. Mundy Kristin A. Murray Amy Brais Nutt Matthew R. Orszulak Jessica Cosentino Orthman Lindsey Spafford Ostby James T. Pagnam James N. Palten Sean C. Peden, M.D. Michele Wiernasz Puopolo Eric M. Reed Geoffrey J. Reilert Benjamin A. Roberts Hanna Foster Robinson Kristin L. Runco Edgar S. Santillan R. C. Schmidt

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Edward W. Scott Blair Gallagher Sheehan Benjamin S. Srour William S. Stewart Melissa A. Stroebel Daniel V. Suski Derek R. Swan Evan C. Teiger Michael T. Tubridy Jakob E. Urbanek Caitlyn E. Van Linda Avery B. Walker Douglas H. Warner Minta Sayres Watson Kurt A. Wiesenmaier Courtney L. Yost 2001 John C. Abercrombie Mara A. Amrhein Heidi D. Anderes Jennifer A. L. Aparo Nana-Yaw Asante Nicholas W. Ayers Adam M. Balavender Andriena D. Baldwin Thomas S. Bao Katrina L. Barry Chanikarn Benjavitvilai Emily J. Bennett Adrienne H. Benson Hunter A. Bergschneider Annabelle E. Berizzi Georgiana G. Bland Johan P. Blickman Janet R. Bowler 2nd Lieutanant Patrick E. Boyce Daniel B. Briggs Kristin E. Brophy Brian T. Buonomo Mario J. Caouette Mark A. Capeless, Jr. Michael J. Cappelletti Roberto Casanova Jr. Emily A. Cervas Andre O. Charles Miss Jennifer B. Christie Ashley P. Clark John P. Clift Meghan S. Corbett Amanda R. Crowley Daniel F. Crowley Amal M. M. Cummings Lindsay T. Daly Emily G. Davis Erin W. Davis Emily N. Day Julia K. DeCiantis Sophie Defforey Sean Fitzmichael Devlin Kevin C. Dinkel

Carolyn P. Dion Lauren Bailey Dolian Lauren P. Driscoll Ali A. Fadel Logan A. Favia Mercedes Fernandez Maura K. Finigan Jennifer A. Fleming Victoria E. Forbes Quincy C. Francis David M. Gillespie Lara A. Glaister Alexander R. Grosby James W. Hakewill Dorrance H. Hamilton Michelle A. Herd Elizabeth A. Holtman Edward S. K. Hong Deborah L. Hull Brinley Tuttle Huntley Matthew S. Innes Zachary A. Kahn Brandon S. Kaplan Philipa S. M. Kerckerinck Andrew W. Kitchings Allison M. Korn Matthew J. Kovacich Sean B. Kuehn Edward J. Lawless, III Alyssa Lillo Le Lindsay A. Leal Brendan A. Lynch Gordon D. MacDonald Timothy D. McCormick Hadley A. McLoughlin Gharrity D. McNett Jaclyn L. Mensi Peter W. Mettler, Jr. Grace H. Miller Charles Miner IV Charles C. Mitchell John S. Morton Jennifer A. Moyer Jeffrey P. Natale Adelaide Sisk Ness Tobechukwu S. Okonkwo Ashley T. Outerbridge Katherine S. Parker Nikki D. Patel Margaret P. Pierson Cole M. E. Pinney Charles A. Potter Anthony J. Prikryl F. Breed Randall Alexandra C. Reboul Rory J. Regan Noah S. Reid Courtney M. Reinders Megan E. Robinson Christopher Roeder Raymond F. Rubicam

Caroline Schley Riccardo Schmid Joseph J. Seidensticker Jordan M. Shuhi Sean I. Sittambalam Andrew B. Smith James A. Smith Christina M. Sochacki Gi-Young Sohn Chantel T. Sparrow Hadiya O. Staine James A. Stair Peter D. Starr Sheldon H. Stevenson Aiste Sukyte Courtney Dow Sullivan Lisa P. Sydney Mark J. Szematowicz Jana L. Tencati Stephanie Johnson Terry Chancellor C. Thompson Laura G. Toscano David W. Valbracht Christiana M. van Voorhees GeneviĂ¨ve M. von Walstrom Andrew T. Waberski Jonathan J. Waclawski Amanda M. Wallace Richard D. Waters III Matthew L. Watson Charles S. Weihman Eric L. Young Thomas L. Zampini, II 2002 James B. Balloch David A. Barrett Jr. Brian P. Barry Tara J. Borawski Elizabeth Botcheller Jeffrey W. Brais Juan M. Briceno Adam E. Carlson Brian H. Cawley Sukjun Choi Surasak Chunsrivirot Katherine G. Claude Oliver J. Correa Krystle A. Crawford Michael W. D'Agostino Katherine A. Decelles Ryan M. Delaney Elizabeth C. Dickson Derick J. Dirmaier Alexander T. Doyle Colin E. Drake Michael P. Dugan Jr. Evan M. Dunphy Matthew R. Eaton Jeanine N. Edwards Emily C. Egan

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WESTMINSTER SCHOOL ALUMNI 1989-2013 (continued) Carolyn Eno Kevin R. Farrelly Lt. Margaret J. Fitzpatrick Michael G. Flash Martin O. Friis Susan A. Fuchs Jennifer S. Fuge David T. Garcia Yesenia N. Garcia-Fortuna James M. Gerrish Trisha V. Gibbons Darrius L. Glover Craig L. Grenier Richard S. Gross Jessica E. Healy Chester J. Henderson Ross W. Holland Dexter T. T. Hu Chris H. Hubbell Robert E. Hutchinson, Jr. Katharine M. Jasper Catherine W. Johnson Kyuwon Kang Vinko Karamatic K. Jeffrey Karlson Kristyn E. Keene Sheena M. Khan Steven E. Krumpelbeck Margaret Obermeier Lardizabal Philip R. Lauderdale Zoë A. Lentz Peter A. Lines Yi-Chuan Luk Malcolm P. MacDonald Andrew C. MacDonnell Catherine G. MacEachern William W. Mauke, III Ann U. McNichols Mark W. B. Mitchell Danielle A. Moseley Matthew R. Neidlinger John J. Newhall, III Sam William George Nicholls Brooke Nentwig Orr Alexander M. Palmisano Minal D. Patel Giorgio A. Piccoli Mattis Potter Allen R. Potts III Edmund P. Pressman Hallie E. Preston Avikhael S. Ragaven John C. Reigeluth William H. Richards David C. Roach Taylor D. Robenalt Rebecca F. Schaffer Justin A. Schwaber Erol Searfoss Catherine J. M. Shaw Jacqueline M. Stahl

Brenda Stepina Alexander C. Strong Katherine W. Stroud Peter N. Strumolo Andrew W. Sullivan Julia A. Sullivan Adam T. Swain Maika Takita Catherine S. Taylor Chelsea L. Tersavich Carolyn P. Thai Joseph Torres Lauren M. Valbracht Courtenay S. Veenis Michael E. C. Verticchio Heather Wright Vickery Nea S. Wadson George W. Wellde III Sarah A. White Scott T. Willis Campbell M. Wright Mark A. Zampini 2003 Alexander H. Auriema William Baker Belén Baladrón Ramos Peter E. Barber Keith D. Barry Stephen M. Bartram, Jr. Kathryn H. Bauer Meredith C. Beck Gregory D. Bettencourt Brenda Gutierrez Bird Eunice M. Blemahdoo J. Brandon Bosacker Evan C. Boyle Lauren C. Cadwallader Michael J. Cady Daniel P. Cahill Shaun C. Cardoza Caroline T. Chewning Sung-Hye Cho Julian K. Chow Daniel S. Cohen Christopher Collette Cristián A. Colvin Jessica Cosmus Samuel Cruz Jr. Elisabeth F. D'Agosto Brian Dow Frank M. Dreher Christopher B. Dugan Margaret C. Earl Leigh Foster Christina E. French Tracey M. Fried Francesca S. Geiger Zachary B. Gold Sandra M. Gollob Anthony J. Gonzalez

Ian R. Gordon Joseph Brady Greco Adrienne Bowler Greenwalt Douglas K. Hardiman Kimberly A. Hasenfuss Chase A. Haynes Jenna M. Horan Katharine B. Howard Emily P. Irwin Robert T. Isham III Todd W. Ives Alexander P. Jainchill Monika C. Jones Henry D. Kahn Mark T. Kershner Sook-Jin Kim Adjovi Koene Barrie N. Lamothe Robert G. Lautensack III Alexandra K. Layng Frederick A. Linton Jr. Stephanie A. Lionetti Watson B. Lloyd Benjamin R. Loss Jose M. Marmolejos Julia S. McIlrevey Megan L. McLean Ella M. Melberg Adrien A. Melrose Elena M. Michaelcheck Stefan P. Michaelcheck Jessica L. Mitchell George W. Moore Jamie M. Moran Michael P. Moriarty Robert S. Murley Jr. Sean P. Navin Kristen L. Northrop Lauren M. O’Connell Michael A. Peraza Brian J. Perkins Franziska Petersen Olimpia M. Piccoli Sarah M. Pickering Samuel R. Pierson Thomas W. Potts Kenneth S. Reeves Sean P. Reilly Richard S. Rice Maxfield A. Richmond Jason A. Robinson Marion Ewing Roe Daniel F. Roper Silvia Schmid Alexa K. Schwindt Arla B. Shult Benjamin W. Silvanic Stefanie L. Simon Christopher L. Smith Erin McInerney Smith Narapong Srivisal

101

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Julianne S. Stafford Dorothy E. Stancill Andrew J. Stock Marc A. Stuart Shannon C. Sturz Kimberly A. Sullivan Sean M. Sullivan Thiti Taychatanapat R. Tyler Thorne Kristina Vasquez Cyprian J. A. Vella Cynthia M. Waters Ashley E. Webster Johannes P. Weickenmeier Jennifer P. Weisbrich Timothy P. Williamson Matthew P. Wold Georgina C. Wolffer 2004 Martin D. Abel Emily Abrash McCarton W. Ackerman Ahmed Y. Al-Sulaiman Andrés J. Altgelt Lee S. Anderson Frances F. Armour Lindsey E. Armstrong Daniel W. Barton Eric K. Berzins Nathan J. Boucher William Edward Gerald Brewster Luke J. Brindamour Madeline L. Brooks Carroll C. Bullock Alexander J. Burns Elliot S. Byrd Patrick S. Byrnes Edward S. Carleton Brianne K. Carlson Caroline D. Carpenter Ashley S. Castle Chelsea L. Cipolla Tami L. Couch Edward B. Crocker William P. Daley Tyler F. Daly Christopher R. Decelles Emily G. DeClue Marie H. Desloge Gregory F. Devlin Daniel F. Dirkes Olivia M. Dworak Maris C. Emanuel Jessica K. Faiella Mary Rebecca Ferrel Mary P. Finigan Patrick O. Flaherty Stephen M. Frechette Emily B. Gailun Emily B. Ginnel

Kerry E. Gotowka Caroline R. Graham Sarah H. Griffin Madison D. Hall Yoon Seok Ham Brian A. Hamilton Stephen P. A. Healy Alan T. S. Herd Charles T. C. Hu Nicholas D. Hubbell Sheldon A. Hudson Vanessa E. Ide Nathaniel M. Jackson Laura A. Keene Eleanor Keiser Ryan J. Kohan Andrew L. Kvam Matthew Lamothe Katherine A. Lautensack Ha Nam T. Le Emilie G. Lehan Theodore A. Levine Peter B. Lorimer Meghan E. Lynch David E. Lyon Kristin K. MacDougall Drew T. Malbin Robert J. Martin Amanda L. Matthews Alexander T. Maus Keith J. McConnell Amanda K. McDonald Meghan A. McInerney Dennis A. Mickley Derek A. Milkie Jung-Kyu Min Patrick J. Minella K. Kiley Murphy Austin N. Nathan Jillian K. Neary James P. Newman Samantha L. Newman Jacob Z. O’Brien Christopher W. Oetting Sea-hyung Oh Anne A. Parke Benjamin M. Perkins Morgan I. Phillips Margaret B. Pitney Read A. Powel Michael J. Reddy Perry O. Robbin Maureen A. Rousseau Jennifer M. Ryoo Matthew P. Salzberg Michael M. Santillan Matthew G. Sexton Courtney E. Sheeley Melissa J. Silvanic Alexa M. Siroy Heidi M. Sistare

Thomas D. Smith Allison M. Snow Seung H. Son Shane B. Spinell Matthew J. Stahl Christina E. Stang Lindsay Northrop Stewart Andrew G. Stone 1st Lt. Stephen R. Thomas Joseph D. Thompson Elizabeth Torres Genevieve M. Triganne Javanese S. Turner Robert W. A. Turnquest Mark A. Ulbrich Christopher T. Wacker Edward P. Wertheim Brett M. Willis Kyle J. Wilson Justin P. Wright Tyler A. Young 2005 William B. Ames Laura E. Anning Araina A. Artis William C. Asche Krystina M. Augustine Katherine S. Baker Anne C. Belfiore Robert F. S. Bitter Tiffany J. Boohene Chalee Boonprasop Hilary C. Bouvier Thomas Brewster Kevin L. Briggs Victoria Smith Burns Emma L. Chipman Valeria V. Chiscá Robert L. Christie Peter C. Christman II Joanna M. Ciafone Amanda A. Clark Erin E. Clark Todd L. Cooper William A. G. Cooper Yann B. Coquoz Etienne H. Coulon Kenton K. Cowderoy Robert A. Crane Michael R. Dadlani Charles R. Daniel Brooke K. Davis Hannah M. DeBoer J. Graham Fadden Paul J. Fanelli Shane G. Fanini Kelsey E. Farrelly James D. Fouhey Ryan C. Fox James M. Furlaud

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WESTMINSTER SCHOOL ALUMNI 1989-2013 (continued) Francesca E. Giacco Theodore P. Gowan Jourdan C. Gray Meriwether L. M. Hardie Adelaide B. Harris Michele B. Hatchette Brett H. Heim Todd G. Henkel Fanny Herrera Courtney M. Heywood Peter M. Hunter T. Brody Inglis Rebecca N. Julian Elspeth R. Julier Shaun P. Kelleher Ryan S. Kelley Sehee Kim Elizabeth T. Kong-chan John P. Krapek Camille C. Kurtz Jonathan O. Leathers Hyo J. Lee Maria F. Leonardi Matthew J. Mannix David M. Martinez Emily S. May Donald D. McAulay Andrew M. McCann Maxton E. McPhee Pieter E. Melief Christina M. Minella Noah A. Modie Catherine A. Monrad Katherine D. Morton Alexandra G. Muller Carolyn H. Murphy Kyle R. Navin Megan E. Neureither Rosie Catherine Nicholls Lindsay C. Oâ&#x20AC;&#x2122;Brien Kelly A. Overbye Ketan Patel Elizabeth M. Phillips William R. Planer Sarah J. Pompea Charles A. Pope Alexander D. Price Sydney M. Prikryl David T. Pringle Kevan S. Quinn Donald A. Reeves Edward C. Reeves Amelia S. Richmond Hyun Tae Roh Colin P. Roth Alexandre C. Roy Julia G. Rubicam Laura M. Ryan Christopher Q. Santoro Matthew E. Scheinerman Kendra A. Schwindt

Andrea M. Seymour Steven J. Simmons, II Timothy A. Smith Lee L. Snodgrass Yelena N. Synkova Carly Jordan Tersavich Carla D. Thompkins David M. Thomson Siripong Tongjai Christian A. Truitt Benjamin N. Tyler Kathleen E. Ugalde Amanda C. Uvino Michael Vaskivuo Christopher N. Wafula Christopher P. Walters Margaret R. Warner Benjamin H. Waters Cristina C. Webster Nathalie A. V. West Willie D. West Katherine R. White Natalie N. Williston David M. Yanofsky Zachary B. Zalinger 2006 Jason M. Adams Raymond M. Allen John M. Armstrong Kelly E. Balavender Carey E. Baldwin Leticia Ballester Charles W. Barber Shannon L. Barker Danielle E. Beaudoin James M. Becker Katherine R. Belfiore Jonathan R. Bettinger Lane A. Bodian Frank C. Borawski, Jr. Brock C. Bosacker Lamar A. Brathwaite Paul K. Brewer Margaret E. Brown Dwayne J. Bullen Christina A. Cahill Colin H. Campbell Russell H. Clarke Lamarc L. Comrie Stephen L. Cosme Daniel P. D'Addario Nathan Andrew Dee Christopher M. DeJohn Robert G. Dillenback, IV Henry L. Dillon Jennifer C. DiMauro Douglas M. Dreyer Oscar J. Dunham Nicole Dworak David C. Earl

Lauren E. Eder Courtney M. Edwards Huntington Eldridge, III Jackson H. Ellis Haili B. Elwood Casey I. Fazekas Jesse D. Fehr Cristina G. Fioramonti Aric R. Forfar Sofia J. Garnett Andres Gomez Devan M. Gotowka J. Alec Gray Serena O. Grey Lindsay A. Griffith Arthur J. Grymes, V Caroline L. Grymes James R. Guinther Neil A. Hannah Ryan P. Higgins Samantha C. Hinckley Gerald R. Holland Lauren A. Jackson Rule Johnstone Charles J. Kambe Justus B. KammĂźller Victoria A. Kennedy Jessica Danielle Kronemeyer Il Shin Kwak Brooke Lamothe Alexander J. Lavoie Misha Y. Lee William K. Lent Kyra L. Lentz Alphonso Mack II Montira Mahinchai Tucker Mauke Frances N. McGrath Mason T. McPhee Kassandra D. Meyer Benjamin J. Meyers Dale T. Michelson Myles S. Miller Jimena Millet Elizabeth N. Montanari Tiffany D. Moopenn Jean Paul Morais Elizabeth A. Moran Brett H. Morell Welbith K. Mota Brian V. Mullarkey Charles Neal III Robyn Nentwig Samuel S. Ogden Juliet N. Okpalanma Chinwendu E. Okwu-Lawrence Anna D. Osborn Lauren A. Owens Choongminn Park Emily M. Parker Sean M. Patterson

103

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Katherine F. Philip Luis E. Quero, Jr. Christopher R. Ribaudo Emily E. Ridenour Morgan C. Roach Ashley M. Robinson Alberto M. Roldán Colin G. Russel Cyril J. Ryan Brian Sanford Cameron S. Scott Charles C. O. Seglem Bryce C. Shattie Margaret K. Shea Joel E. Shriver Andrew B. C. Shult Andrew C. Sieber Damali Slowe Benjamin A. Smith Stephen Smith Damek V. Spacek Bryan M. Steiner Peter S. Stevens Caroline M. Thibadeau Elise G. Toscano Gina M. Valles Emily L. Verone Brian G. Williamson Jonathan G. Wolter Minha L. Yoon Alexandra L. Young 2007 Alessandro E. Acosta Alexander M. Anderson Carlos J. Andrade Emma L. B. Anquillare Miss Laura J. Arciero Leigh T. Armstrong Younghye Bahn Wilson E. Bak Leah D. Barker Schuyler N. Biedron Heidi M. Bitter Adam S. Bitzer Myles M. Bracken Erica S. Briggs Chelsea L. Brown Christopher J. Buonomo R. Brendan Calafiore Leila W. Campoli Gregory M. Carey Evan J. Carriere Jae I. Cho Sarah A. Coleman Mallory J. Coquoz Francis J. Coughlin Peter B. Creech Harish Dadoo Jr. Christian R. Dahmke, III Megan E. Danisi

Timothy J. Doherty Matthew D. Emmel Julia C. Englén Jeanne C. Enstrom Emily A. Eshenfelder Woojae Eum Alison S. Evans Corrie G. Ferguson Patricia H. Fisher Timothy R. Gavrich Alexandra C. Geitz Alexander R. Gerson Jason P. Gilmartin Julianna Gonzalez Charles G. Grant Chelsea D. Hall Kelly A. Harrington Carsey L. Hawkins Melissa A. Haynes Christopher C. Heilakka Patrick A. Hesketh Melissa M. Hindrichs Chad Horsford Amanda S. Hyne Maximillan C. Jack Sam-uel J. Johnson Tucker F. Jones William W. Katz Andrew J. Kim Adam H. King Graham R. Kohan Caroline J. Kokulis Christopher B. LaBarre Forrester LaMotte Edward A. Landesberg Adam V. Lewicki Joseph D. Liberator Sarah C. Lobdell George D. L. Lyon Darren W. Mac Donald Elba D. Madero Skylar R. Miers Grace W. Moore Taylor S. Neighbours Patrick M. O’Brien Alexandra K. Papa August W. Perrigo Robert G. Pierce Brian G. Pierre II Nicholas Pitsikoulis Jacqueline Polumbo Nicholas J. Price Lindsay B. Reardon Caroline B. Reigeluth Ryan G. Riffe Olivia H. Robinson Charles W. Rocco Caitlin L. Romaniello Zane T. Rooney Andrew A. Ryan James J. Ryoo

Tanawit Sae Sue Evan C. Salzberg Derek J. Sandberg Jayson Saraceno Hilary A. Sargent Kathryn A. Sargent Ryan B. Seong Ryan G. Shamshoum John C. Sherman Katherine A. Shushtari Hunter L. Siegel Kimberly A. Sirko Andrew K. Skipp Cullen P. Smith Carl A. Spevacek Nicholas W. Stevens Rachael D. Susaneck Andrew E. Sutherland Mark A. Sutherland Elsie D. Swank Parker K. Swenson Zachary W. Tayne Eleanor W. Thom Graham F. Thomson Devon L. Torres James T. P. A. Turbide Andrew T. Ugalde Lawrence J. Utzig, III Audrey F. Wallace Hadley C. Warner Sarah W. Warnke Jessica Waters Andrew H. Webb Jamie A. Whittendale William B. Wiederseim, Jr. Kelsea B. Wigmore Peter R. Williams Elizabeth K. Winship Kevin Wu Alex R. Young Benjamin B. Zalinger 2008 Reid A. Acton Khadija Ahmed Alexander C. Asche Dukes T. Aspland Diane Baker Framroz A. Bankwalla Nina C. Bartram Emma N. Beck Jonathan Benoualid Matthew L. Biedron Sarah E. Bingham Jordan T. Bohinc Sean A. Bonanni Julien Boutet Leah G. Brewer Aubrey J. Brooks Dorothy H. Brown Ellanor Shelby Brown

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WESTMINSTER SCHOOL ALUMNI 1989-2013 (continued) Lisa A. Cavazuti Kelly H. Cheng Renzie D. Chipman A. Carson Christman Trevor L. Condren Jarrod M. Connolly John M. Corroon Emily A. Cranshaw Alison B. Crone Tommy R. Cross Steven F. Decelian Jordan D. Dewey Philip A. Dreher Bethany A. Dymarczyk James O. Einstein Michael R. Fisher Robert P. Fitzgerald III William S. French Kevin Garcia-Ramirez Jesus S. Gutiérrez Natalie Marie Francis Hatchette Alexandra C. Hayes Andrew F. Heinemann Jason B. Hesketh Jenene M. Hicks Jordan E. Hill Caitlin E. Hodson Anne F. Hoyt Samuel P. Jackson Cameron G. Keady Alison A. Kearney Paulina D. Ketcham Courtney A. Kirsch B. Oliver Koo Brian M. Kullas Harry H. Kutner Luke Lamothe John B. Le Clerc Amy H. Lee Hee Seung Lee Charles F. Lent Saskia L. Leopold Kayla A. Lessard Allie H. Liberator Kridsanaphong Limtragool John E. MacDonald Robyn L. MacDougall Victoria K. Manganiello Sarah A. Marco Maxwell F. Marzouk Ryan T. McErlean Conor W. McGovern Charles B. McGwire Ryan R. McLaughlin Joshua J. McWilliams Rebecca M. Melley Edward J. Moran Scott G. Morell Helena J. Morris Katelyn L. Morton Andrew W. Nitkin

Jordan L. Ohanesian Daley E. O’Herron Chinazo N. Okpalanma Jon E. Olsson Emma T. Overton Nicole K. L. Palazzo George M. Payne William C. Phifer Eric S. Phillips Elizabeth R. Pike Andrew J. Polio Joseph H. Putko Sara M. Reid James B. Renwick, Jr. Joo-Kyung Rhee Michele L. Ribaudo Helen C. Rogers Louisa J. Sanford Thomas A. Scanlon Stephen H. Schoder Evan P. Schreier Abigail C. Seymour Sarah M. Shanfield Hannah M. Sharaf Brian J. Smith Matthew H. Smith Jordan M. So Samantha F. Sobers Michael V. Sorrenti Bailey F. Spalding Marianne F. Specker Courtney E. Stafford Corey M. Starbuck Caroline L. Stewart Christopher M. Suchy Kathleen A. Sullivan Lindsey M. Thomson Ryan J. R. Tocci Zachary L. Visco William M. Waggaman, Jr. Daniel C. Watson, Jr. Zachary B. Wigmore Hejae M. Yoon Minjea Yoon Lyndsey A. Zavisza 2009 Jae Kyung Ahn Joseph P. Ascioti Sarun Atiganyanun Alexander K. Baker Foster P. Baker Evan P. Baldwin Nicolás S. Barragán William A. Bayne, III Mikaela Bengtsson Rebecca Coco Bishop Anna D. Boborodea Alison H. Bragg Kathryn B. Brewer Calvin Brownridge

John F. Buchta Stephen D. Buskey, II Michael A. Cahill Eloise K. Callander Joseph Campanelli Tsz Yan N. Chan Philip Jae Ho Cho Kelsey E. Clarke Elizabeth A. Cole Claire T. Corroon Charles A. Corsi Robin R. Cotter Randi L. Crawford Michael J. Curran James D. Curtiss Emily A. D'Addario Madeleine G. Dailey William I. Danforth Washington A. Darko Oliver F. DeClue Kendall H. Deflin John A. DePasquale, III Hannah M. Dimmitt Anthony F. Dolphin Jr. G. Michael W. Dudley William J. Durand, Jr. Christopher W. L. Eckerson John J. Enright Bree A. Evans Alfonso G. Fernandez Jaime J. Ferrari-McComb Juliette Ferrari-McComb Whitney G. FitzPatrick Alexis M. Gay Taylor B. Gould Avignon T. Greene Aaron S. Halfon Michael D. Hallisey Aimee J. Hannah Timothy J. Hickey David Huntington Hovey III Amanda E. Humphrey Ashley T. Jeffress Kierra A. Jones Jeffrey T. Kearney Charles K. Keegan Christopher M. King James J. Kingsbury Lindsay S. Laird Adam M. Lederer Jeannie H. Lee Andrew S. Lemnios Torrey A. Leroy Margot C. Lieblich Cadet James F. Lord Eliza R. Mandzik William J. Manning, III Nicholas J. Marenakos Colby Mauke Kieran M. McDonald Meghan A. McGunigle

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WESTMINSTER SCHOOL ALUMNI 1989-2013 (continued)

106

Michael J. McPhee Elizabeth F. Melhado Emily F. Minella Andrew J. Moran Caroline E. Moran Frances C. Murphy Kelsey B. Murphy Errol L. Nisbeth Ashley J. Nott Mary C. O’Connor John F. O’Brien Miguel G. Osio Catherine A. Outerbridge Andrew D. Overbye Joong Hyun Park Dean F. Pastor Roger A. Peikin Paul D. Perales Natalie A. Perkins Alie D. Philip Ruth G. Planitzer Abigail L. Pribble Harry C. Radovich Michael J. Reed Zachariah A. Reitano Elena M. Ridenour Kyle R. Riffe Jaclyn E. Savage Evan B. Schlosser Kristen E. Schultz Caroline F. Scott Cameron A. K. Seglem Christopher Y. Shimamoto Julia C. Simons Caroline E. Snyder C. Hunter Spannaus Dylan J. Spevacek Abigail M. Stevens Ann Farrington Ulrich Byron J. Vereschagin Emily A. Walsh William H. Wierzba Danielle C. Williams Kierrah D. Wilson Isabella V. Wragg Joshua B. Zalinger Kirby F. Zdrill Jeremy A. Zelinger Kyle J. Zinn 2010 Kazembe T. Abif Katherine H. Adams Kwaku O. Akoi Ashley C. Andrien Patricia Y. Argueta Margaret F. Barnes John C. Bashaw Matthew R. Betten Vladimír Bok Kevin L. Boyle

Kathryn C. Brady Oliver N. Brown Thomas S. Cavazuti Anne E. Cervas James P. Clarke Jeffrey H. Coffin Zachary E. Curcio Paige E. Decker Noel deCordova, IV Gerard P. Denoyer Anthony J. Depatie Ludovic Dubeau Liam M. Flaherty Xavier A. Fowler Nicole B. Fox Colin D. Fritz Madeline J. Garnett Jennie A. Gavrich Eddie A. Gentle Caroline E. George Brook Geremew Laura P. Gineo Alex J. Gioia Cristobal Gomez Jacqueline D. Grant Ian T. Griffith Ryan T. Hallisey Ahmad N. Hassanzoy Isabelle P. Hill Daniel J. Hnatko Conor L. Holliday Winchester F. Hotchkiss III Robert A. Hunter Sean P. Kelley Donald R. Keough Jeanne Suhn J. Kim Madeleine H. A. King Joseph R. Kos Solt Kovács John M. Kreitler II Christopher J. T. Laeri Nicholas V. Lanza Mackenzie J. Lauzon Tiffany S. Liu Malcolm C. Lloyd James M. Lowenstein Andrew D. Lunenburg Riana M. MacKenzie Matthew B. Mahany Suchita Mandavilli Benjamin L. Mandell James A. Mangum Hilary C. Marshall Alexander D. Martin Ryan C. Martin Michael B. Maurer Kristen M. Maxwell Connor J. McBride Edward J. McCormick Colin H. McLaughlin Madelin L. McPhee

Brian R. McQuillan Matthew J. Mercede Panayiotis Michailidis Gregory T. Miller Margaret W. Miller Sumner M. Miller Tammie V. Moopenn Tyler N. Moseley Francheska Munoz Patrick M. Niedermeyer Sara M. Nolan Colby C. O’Neil Connor E. O’Brien Jonathan O’Brien Charlotte L. O’Herron Erika K. Olson J. Tyler Papa Andrew H. Pappas Jae B. Park Victoria C. Parmenter Alexander J. Pascal Graham A. Pastor Victoria R. Pizzuto Megan W. Pooley Samuel T. Reynolds Miller S. Robinson Rafael A. Rojas Benjamin W. A. Ross Tanakrit Rungrojchaiporn Robert R. Santangelo William M. Sargent Kingsley M. Schroeder Nikolaus E. Schultz Stephen F. Seymour Benjamin M. Sharaf Bronwyn S. Shortly Lily C. Simek William H. Smith Emily M. P. Snoddon Samuel B. Stanton Lucas B. Stevens Adam P. Susaneck Mark W. Swank Ryan C. Tyson Sara F. Ugalde Clare E. Ulrich Javier R. Vargas Andrew L. Vermeer Ryan M. Viola Erin H. Wallace Corinne Nicole Werner William G. White Margaret B. Wyatt Karin Yoshida Martha A. Zamora 2011 Timothy J. Acker Michael Ahn Jack Y. Allen Leigh A. Baldwin

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WESTMINSTER SCHOOL ALUMNI 1989-2013 (continued) Jacob P. Benedict IV Margaret W. Berry Mitchell M. Bessey William C. Bitterli Justin M. Bogardus Arianna Zari Boggs Jacob G. Bolton William S. Borgen Amanda L. Boulier Grant D. Brainerd Eliza A. Breed Casey E. Breese Tucker J. Brumley Paul Y. Byeon Karlyn J. Calamita-Crowley Brian A. Calderon Kevin M. Campbell Alexandra J. K. Cateriano Katherine H. Cheng Jae Hee Cho Gabrielle S. Christman Caroline S. Clark Jason H. Connor Andrea C. Cross Halley H. Cruice Andrew N. Cummings Francesca S. di Galoma Anastasia H. Eckerson John M. Eder Nora P. Edmonds Bridget A. Eklund Nahira El-Yabroudi Caitlin C. Fabbri Rachel L. Farrel Max H. Fesser Briana I. Foley Hannah P. Ford Olivia P. Frank Andrew C. K. Fu Charles M. Geitz Elliot Gilford Alexander W. Gould Timothy J. Gray, Jr. Christina P. Grey Kathryn W. Griffith Robert S. Hamblett Sophie M. Harris McCall H. Hawkins Kathryn J. Hill Claire P. Hodson Michael L. Hom Kevin D. Hope Thomas K. Hovey Christopher M. Ippolito Zubin A. Iyer Rene Jimenez Fleury William B. Kelland Kaleigh M. Kelley Robert H. Kelly Andrew M. Kent Warat Khaewratana

Joo Young Kim Sooyoung C. Kim Thomas K. Kirsch Grant W. B. Kugler Oscar W. Ladd Gregory F. Lafaire Vanessa H. Larracuente Luke W. J. Laszkiewicz Matthew C. Leach Hannah M. Leathers Jacob J. Lee Nicholas J. Liberator Carmen W. MacDonald Stuart K. MacKenzie Nicholas M. Mahany Isabelle M. Malin Andrew R. Marco Louise A. Marenakos Mallory W. Mason Taylor L. Matzke Burton A. McGillivray Gavin H. McGovern Thomas C. McKeown Ashley E. Mercede Jessica T. Mercier Tyler T. Mink Elliot B. Nygard Kelsey R. O’Brien Maxwell M. O’Connor Sarah C. Ogden James C. Pappas Joonho Park Taylor A. Paul Emma J. Pinney Stephanie R. Piperno Kathryn E. Polio Whitney P. Powel Marguerite G. Prescod Hayden S. Radovich Henry A. Richards Christopher A. Sailor Phillip H. Sandler Emily S. Schwartz Corey M. Smith Ryan C. Smythe Charlotte J. Stewart Brendan J. Sullivan Brittany L. Sutton Bradley S. Taber Corey W. Taber Andrew C. Tegeler Margaret M. Thibadeau Nicholas C. Thompson Robert H. Thomson III Taylor K. Virtue Eric H. Wainman Thomas C. Walsh Rebecca L. Wardell Timothy S. Welles Stephanie J. Werner Matthew A. Wilson

Morgan H. Wilson Harry S. Wise Bradley D. Woodruff Emily G. Worcester Shishan Zhang Carolyn M. Zimmer 2012 Ahmed M. Abdel Khalek Michelle I. Aiyanyor Austin A. Akbari Alexander J. Alario Judner Attys Emilio Audi Ellen B. Baker Sydnee M. Behrendt Amory G. Beldock Ravi Bhardwaj Natalie B. Biedron Matthew R. Blasco Ross W. Bolling Samantha L. Boures Caroline H. Brady Brooke E. Brazer Mark W. Brewer Grace A. Brown Jacob B. Cahill Alana K. Carpenter Alex A. Chaffee Ryan O. Cholnoky Catharina Conzelmann Christian A. Coquoz Jordan S. Cosby Shelby E. Cranshaw Colin J. Cross Jacob L. Crow Marquez N. Cummings Lauren A. Darnis Christiann R. DeSimone Hadley E. DesMeules Sarah K. Dimmitt Andrew J. Dines Randall L. Doyle Darby Ellis Drake Eric A. Dush Christopher G. Echevarria Nathalie V. Filler Nicholas R. Finn Isha A. Garg Alessandro A. Giacometti Atesha A. Gifford Brad A. Gioia Dillan H. Gomes William M. Gould Nina S. Gozzi James William Green IV Kathleen K. Gudas Angel H. Guerrero Margaret A. Hark Emil W. Henry III Brooke E. Heron

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WESTMINSTER SCHOOL ALUMNI 1989-2013 (continued)

108

John B. Hersey Benjamin D. Hill III John P. Holowesko Finn Houston Abigail A. Huth Christopher Izmirlian Dumitru Kaigorodov Harsimran Kaur Elizabeth W. Kelter Rachel M. Kennedy Amrit K. Khera Elena J. Kim You Jin K. Kim Brooks E. King Matthew G. Knudson Joshua C. Kokulis Brandon Kumnick Cameron C. Kurtz Marielle R. Lafaire Cory W. Latour Michael A. LeBlanc James S. Lechler Joo Hee Lee Jiaxuan Lu Quan Anh Vu Luu Timothy P. Lyons Curtis P. Mackenzie Marissa W. Mason Mallory C. McCormick Jacob W. Medina Andreas Michailidis Emily C. Moran Conor G. Mullen Tiaira S. Myers Kashden T. Naraine Evan J. M. Neugold Ngoc H. Nguyen Meaghan A. O’Herron Tyler L. O’Neil Nana-Yaw A. Osei Molly W. O’Sullivan Gwendolyn R. Pastor Gregory J. Pietroforte Caroline A. Pluta John C. Pomarico Samuel J. Pope Lilian Laughlin Albrittain Ross Katelyn I. Rubin Dietrich J. Ryan Maria C. Ryan Gordon T. Santry Scott C. Selinger Seong Hoon Seo Franco L. Serrao Carissa A. Shannon Scott B. Shay D. Emmet Shipway Jeffrey P. Smolens Seung Bum Sonn Logan H. Spalding Pasquale P. Spano

Miller Steinle William C. Stevens Ousseynou D. Tall Shilong Tang Christopher M. Terry Emily A. Teschner Patrick A. Tinari Dillon S. Tiner Aaron M. Ugalde Chaolert Unjaidee Kadeam J. Ward Skyler M. Wasser Rosemary O. Williams Abigail H. Woodhouse Sungsoo Yoon John P. Zaykowski Isabella L. Zimmer 2013 Hayley Ahouse Christopher L. Albanese Danielle M. Amiot Asante B. Asiedu Christian Barral-Arteta Samuel L. Barrett Charles M. Beck Julia E. Benson Curtis T. Brackett Zachary H. Bubrosky Madison J. Caan Clayborne K. Cadieux Miguel N. Castello Herbert Cheng Kasi Chonpimai Alexandra L. Colon Emma B. Conlon Christopher Conzelmann Luke E. Cordasco Sydney Daniels Iris K. Dayton Cara J. Dealy Allison R. Devins Alexander C. Dunn Allison D. Dunne Brenton G. Durham Nick Ehrhardt Marissa M. Eklund Mark T. Ellis Nadin El-Yabroudi John R. FitzPatrick Kayla A. Foley Nia N. Francis Keye C. Frank Anne H. French Wyatt W. French Heather L. Frew Margaret A. Garrison Yianni Gavalas Vincenzo Gisonti Bridget M. Gorham Charlotte L. Gould

Michela S. Gozzi Francis J. Guiliano David J. Hallisey Lindsay L. Hanau Kristopher A. Hargraves Ethan M. Holdaway Sarah B. Holmes Zicheng Huang Gardner R. Imhoff Joshua A. Jacobson Connor A. Janson Charles J. Januszewski Gregory C. Jarvis Hayden Johnstone Gage A. Kennie Aidan P. Keohane Jelena Koncar Henry B. Kreitler William J. M. Lammey Maximilien C. Langlois Andrew G. Leach Julie D. LeBlanc Jane Haiyon Lee Hansong Li Christy T. Lightbourn Haley C. Lowenstein Alexandra C. Marshall Myles P. Marshall Samuel H. Matlick Cullen H. Matt William H. Mayer Matthew P. McCrum Owen E. McDonough Skyler N. McGeachy-Campbell Douglas P. McGillivray Preston L. Miller C. Xavier Morin Henry A. Morris Ryan P. Mowery Molly R. Mullen Kevin A. Murray II Ryan Nardi Dana J. Niland Daniel O’Connell William D. O’Donnell Thomas M. Orchard Sean T. Orlando Dong Ho Park Daniel N. Parsons Caitlin R. Pittorie Andrew H. Poling Caitlin E. G. Pooley Madeline W. Purdy Rose M. Rather Alexandra M. Regan Sayre E. Reimer Jackson R. Richter Sydney G. Rivers Ashlee A. Robinson Shani M. Rosenstock Morgan A. Rubin

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WESTMINSTER SCHOOL ALUMNI 1989-2013 (continued) John G. Rubino Stanley S. Sandoval William M. Schmidt Haley G. Schopp Emily L. Sirbaugh Alastair M. O. Smith Daniel J. Snyder Reiner W. Sprenker Doychin Stavrev Ryan M. Strange

Joshua S. Sussman Eleni M. Tebano Alemante Tedla Eda Tepebag Laura R. Tingley Alexander H. Tomashoff Tessa E. Tookes John W. Vantine Andrew J. Weinschreider Karlie K. Werdmolder

WESTMINSTER SCHOOL ALUMNI IN MEMORIAM 1989-2013 Richard G. Reece, Jr., 1994 Kristen M. Meyer, 1996 Rebecca R. Crocker, 1997 Frances L. Hopkins, 1997 Lindsey C. Kolp, 1999 Jamie A. Lue, 1999 Nicholas J. Whyte, 2002 Steven T. Naraine, Jr., 2003 Nicholas E. Crosby, 2010

Emily C. Wigdale Eliza L. Worcester Shao-Fu (Gary) Yang Evan R. Yenor Ronald M. H. Yeung He Joon Yoon Noah C. Zempsky

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THE KEYES BOWL 1989–2013 Established by the Class of 1966 and recognized as the school’s most prestigious commencement award, the Keyes Bowl, named in honor of the school’s fifth headmaster Francis ‘Pete’ Keyes, is presented annually to a member of the Sixth Form and recognizes the qualities of loyalty, courage, leadership and humility.

110

1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001

Stephen W. Bailey John E. Riegel, Jr. Lucia A. Quartararo Nicholas H. Dilks Whitney D. Smith Edwin B. Warner, III Yetunde O. Bamiteko Edward S. Carstensen Katherine L. Bontecou Joshua D. Gladding Ryan P. Balavander Brian C. Howard Lauren M. Bailey

2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

Marco Zampini Christopher L. Smith Robert W.A. Turnquest Michele B. Hatchette Lane Andrew Bodian Chad Horsford Emily A. Cranshaw Taylor B. Gould Cristobal Gomez Whitney P. Powel Abigail A. Huth Ryan M. Strange

OUTSTANDING SCHOLARS 1989–2013 Presented to the Sixth Former who, in the opinion of the faculty, is the outstanding scholar of the class. The award is not necessarily determined by rank in class but is based, rather, on the attributes of the true scholar: curiosity, imagination, power to associate new observations with prior experience, thoroughness, appetite for ideas rather than for grades as an end in themselves and the ability to move easily in the realm of concepts. 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000

Susanna B. Baker Ann K. Rusher Kristin A. Sturner Jennifer I. Burch Ryan A. Naujoks Eron R. Sturm and Jesse J. Sturm Kevin D. O’Connell and Julie A. Zlotnick Carolyn A. Young Timothy B. Chen Kelsey J.M. Morgan Julie A. Weintraub and Lauren N. Polo Brendon O. Carrington

2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

Laura G. Toscano Maika Takita Erin J. McInerney James P. Newman Edward C. Reeves Alexander James Lavoie Matthew D. Emmel Sarah Anne Marco Joshua B. Zalinger Vladamir Bok Kathryn W. Griffith Shilong Peter Tang Molly Mullen

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HEAD PREFECTS 1989–2013 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

Stephen W. Bailey Robert W. Stockton John P. Reilly Basil B. Seggos Douglas B. Knight Suzanne C. Daglio Jeffrey Kaye Joshua M. Cervas Meredith B. Blake Joshua D. Gladding Ryan P. Balevander Timothy W. Egan Lauren M. Bailey Marco Zampini Christopher L. Smith Stephen P.A. Healy Michelle B. Hatchette Lane Andrew Bodian Nicholas W. Stevens Emily A. Cranshaw Michael R. Curran Cristobal Gomez Matthew C. Leach William C. Stevens Gage Kennie

PRESIDENTS OF THE JOHN HAY SOCIETY 1989–2013 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

John J. Mechum Erik B. Brown Lucia A. Quartararo Brigham Keehner Meredith Kaufman Edwin B. Warner, III Courtney C. Matthews Edward S. Carstensen Bianca Tennyson Parker Corbin Newell M. Grant Benjamin S. Srour Matthew I. Innes Kristyn Keene Georgina Wolffer Michael J. Reddy Carolyn H. Murphy Cameron Scott Sarah Lobdell Lisa Cavazuti Elizabeth Cole Madelin M. McPhee Gavin McGovern Abigail A. Huth Charles Beck

WESTMINSTER DRAMAT PRODUCTIONS 1989–2013

1988-99 1989-90 1990-01 1991-02 1992-03 1993-04 1994-05 1995-06 1996-07 1997-08 1998-09 1999-2000 2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13

Play The Miser See How They Run Blithe Spirit The Runner Stumbles As You Like It Firebugs The Nerd An Enemy of the People All in the Timing Dracula Alice in Wonderland The Dining Room You Can’t Take It With You A Midsummer Night’s Dream The Crucible The Madwoman of Chaillot Arcadia All’s Well That Ends Well Museum And Then There Were None The Glass Menagerie The Odd Couple Picasso at the Lapin Agile Eurydice The Imaginary Cuckold

Musical Godspell The Wiz Little Shop of Horrors A Funny Thing Happened on the Way to the Forum Bye, Bye Birdie! A Night in the Ukraine Joseph and the Amazing Technicolor Dreamcoat Grease Big River, The Adventures of Huckleberry Finn Guys n’ Dolls Peter Pan Anything Goes The Boyfriend Merrily We Role Along Leader of the Pack 42nd Street No, No, Nanette On the Town Footloose How to Succeed in Business Without Really Trying Little Shop of Horrors Godspell A Funny Thing Happened on the Way to the Forum The Drowsy Chaperone Once Upon a Mattress

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THE BRIAN T. BRUYETTE SENIOR ATHLETIC AWARD 1989–2013 Brian T. Bruyette, ’77 April 7, 1959 – October 20, 1977 Given annually by the faculty to the Sixth Form girl and boy who best exemplify excellence in athletics.

112

1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005

Yuyra T. Leiva Ellen A. Brockleman Jennifer A. Naylor Sarah E. Toomey Whitney D. Smith Ashley C. Knowles Whitney B. Scarlett Stephanie J. Zegras Katherine L. Bontecou Emily M. Hoffman Greta C. Geer Meghan A. Kennedy Nikki D. Patel Rebecca F. Schaffer Georgina C. Wolffer Kerry E. Gotowka Emma L. Chipman

2006 2007 2008 2009 2010 2011 2012

Gina M. Valles Jessica H. Waters Bethany A. Dymarczyk Nicole K.L. Palazzo Emily A. Walsh Corinne N. Werner Amanda L. Boulier Rachel M. Kennedy

2013

Eleni M. Tebano

Fletcher A. Brooks Jason L. Berry Chad E. Quennville Todd D. Krugman Douglas B. Knight Jordan T. Kurtz David H. Bruce Joseph L. Rodrigues Marc D. McEwen Luke T. Earl Sean-Michael Hodge-Bowles Timothy A. Joncas Quincy C. Francis Adam E. Carlson Shaun C. Cardoza T. Duncan Smith Donald D. McAulay Kevan S. Quinn David C. Earl Ryan G. Riffe Tommy R. Cross Kieran M. McDonald William H. Smith Bradley D. Woodruff D. Emmet Shipway Dillon S. Tiner Vincenzo Gisonti

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FOUNDERS LEAGUE, CONFERENCE, NEW ENGLAND AND INVITATIONAL TOURNAMENT CHAMPIONSHIPS 1989-2013 Boys’ Basketball

2005 Kingswood Invitational Tournament

Boys’ Hockey

1989, ‘90, ’91 Founders League Champions 2011 Martin/Earl New England Champions 1996, 2000, 2010 Flood Marr Invitational Tournament Champions

Boys’ Lacrosse

1996, ’97, ’98 Founders League, Western New England Champions 2011 Founders League Champions 2012 Founders League Co-Champions

Boys’ Soccer

1991, ’92 New England Champions 2004 Founders League Champions

Boys’ Swimming & Diving

2009 New England Small School Champions

Boys’ Tennis

1994, ’95 Southern New England Tennis League Champions

Boys’ Cross Country

2003 Canterbury Invitational Division II Champions

Boys’ Squash

2012, ’13 Founders League Champions

Field Hockey

2009 Founders League Champions

Girls’ Hockey

2008, ’09, ’11, ’12, ’13 Founders League Champions 2010, ’11 New England Champions 2003, ’05, ’06, ’07, ’08, ’10 Westminster Invitational Tournament Champions; 2009 Westminster Invitational Tournament Co-Champions

Girls’ Squash

2011 Class B New England Champions

Girls’ Swimming & Diving

2001 Division II Western New England Champions

Girls’ Tennis

1999 Kingswood Invitational Tournament Champions

Girls’ Track

1991, ’95 Division II New England Champions

Golf

2005 Founders League Champions, Kingswood Invitational Tournament Champions

Softball

2007, ’08, ’09, ’10, ’11 Founders League Champions 2013 Founders League Co-Champions 2008, ’09, ’10, ’11, ’13 Western New England Champions

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THE HOUGHTON AWARD 1989–2013 Named in honor of Frederick D. Houghton ’32, trustee, friend, and fan, and given seasonally to the Westminster team with the best season.

1988-99 1989-90 1990-01 1991-02 1992-03

114

1993-04 1994-05 1995-06 1996-07 1997-08 1998-09 1999-2000 2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11

2011-12 2012-13

Fall First Girls’ Soccer First Boys’ Soccer First Boys’ Soccer First Boys’ Soccer First Boys’ Soccer First Girls’ Soccer Second Boys’ Soccer First Football First Girls’ Soccer Third Boys’ Soccer Seconds Football First Volleyball First Volleyball First Boys’ Soccer First Football Third Boys’ Soccer First Girls’ Soccer First Boys’ Soccer First Girls’ Soccer

Winter First Boys’ Hockey First Boys’ Hockey First Girls’ Squash First Boys’ Hockey First Volleyball Second Boys’ Basketball Boys’ and Girls’ Swimming First Boys’ Squash First Boys’ Basketball First Boys’ Hockey First Girls’ Hockey First Boys’ Squash Girls’ Swimming and Diving First Boys’ Hockey Second Boys’ Squash Third Boys’ Hockey First Girls’ Hockey First Boys’ Basketball Boys’ Swimming and Diving

Second Girls’ Soccer First Football First Girls’ Soccer First Football First Football First Girls’ Soccer

First Girls’ Hockey First Girls’ Hockey Second Girl’s Hockey First Girls’ Hockey First Girls’ Hockey First Girls’ Hockey First Boys’ Squash

First Field Hockey First Football First Girls’ Cross Country First Girls’ Soccer

First Boys’ Squash First Boys’ Squash

Spring Second Girls’ Lacrosse First Girls’ Lacrosse Girls’ Track Girls’ Track First Boys’ Tennis Girls’ Track First Boys’ Tennis First Boys’ Lacrosse First Boys’ Lacrosse First Softball First Girls’ Lacrosse First Girls’ Tennis Boys’ Track and Field First Girls’ Lacrosse First Girls’ Lacrosse First Baseball First Golf First Girls’ Lacrosse First Softball First Softball First Softball First Softball First Softball First Boys’ Lacrosse First Softball First Girls’ Tennis First Softball Boys Track and Field First Golf First Softball

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THE HOPLEY-JACKSON AWARD 1989–2013 Named in honor of Richard ‘Dick’ Hopley and Michael Jackson ’49, teachers, coaches, and friends with special interest in lower teams, and given seasonally to the Westminster lower team with the best season. Fall

Winter

1988-99 1989-90 1990-01 1991-02 1992-03 1993-04 1994-05 1995-06 1996-07 1997-08 1998-09 1999-2000 2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12

Second Girls’ Soccer Second Football Second Girls’ Soccer Second Girls’ Soccer Second Girls’ Soccer Second Field Hockey Second Boys’ Soccer Third Boys’ Soccer Second Boys’ Cross Country Second Girls’ Soccer Second Volleyball Second Boys’ Soccer Second Girls’ Soccer Second Field Hockey Third Field Hockey Second Girls’ Soccer Third Boys’ Soccer Third Boys’ Soccer Second Field Hockey Second Boys’ Soccer

Second Boys’ Squash Third Boys’ Basketball Second Boys’ Hockey Second Volleyball Third Boys’ Basketball Second Boys’ Hockey Third Boys’ Hockey Second Boys’ Hockey Third Boys’ Basketball Second Girls’ Squash Second Boys’ Basketball Second Boys’ Hockey Second Girls’ Squash Second Boys’ Squash Second Boys’ Hockey Second Girls’ Basketball Third Boys’ Squash Second Boys’ Hockey Second Boys’ Squash Third Girls’ Squash

2012-13

Third Field Hockey

Second Girls’ Hockey

Spring

Award created in 1992-3

Second Boys’ Tennis Third Girls’ Lacrosse Third Boys’ Lacrosse Second Boys’ Lacrosse Second Girls’ Lacrosse Second Girls’ Tennis Second Girls’ Lacrosse Third Boys’ Lacrosse Third Girls’ Lacrosse Second Boys’ Lacrosse Third Boys’ Lacrosse Second Girls’ Tennis Second Boys’ Lacrosse Second Girls’ Lacrosse Third Boys’ Lacrosse Second Girls’ Lacrosse Second Girls’ Lacrosse Second Boys’ Tennis Second Girls’ Tennis Third Boys’ Lacrosse Third Girls’ Lacrosse Second Girls’ Lacrosse

THE ALAN F. BROOKS ’55 DISTINGUISHED ALUMNI AWARD 2011 2012 2013

Alan F. Brooks ’55 Abe Claude, Jr. ’46 Moy Ogilvie Johnson ’86

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ABOUT THE AUTHOR

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Charles E. Griffith III is entering his twentieth year at Westminster. A graduate of Middlebury College, he worked for five years in finance in New York City before completing his masters degree in history at Yale University. After two years at the South Kent School, he joined the Westminster faculty in 1994. He served for a decade as Chair of the History Department before being appointed Dean of Students for the Class of 2010, and over the years has sat on and chaired several committees on school issues related to curriculum, scheduling, external affairs, diversity, and faculty support; he currently teaches in the History Department. A passionate and successful coach, he has worked with boys hockey and soccer teams for many years. After eleven years living in Andrews and Edge Houses, he and his wife, Jeannie, who has worked for the school in a variety of capacities, moved to a house on the eastern side of campus. He received the O’Brien Award for contributions to the life of the school in 2001. The Griffith family has been associated with Westminster School since 1954, when his father, Chuck Griffith ’56, arrived as a Fourth Former, living on the second floor of Cushing Hall. Along with his uncles, Alan Griffith ’60 and Dave Griffith ’72, the three brothers are long-time supporters of the school, with Dave serving on the Board of Trustees and Chuck as class agent and a Westminster Fellow. A history classroom and an English classroom in Armour Academic Center are named for his grandparents, Charles E. Griffith Sr. and Amalie Guenther Griffith, who were both very fond of Westminster and believed that education was the true path to a full and meaningful life. His family counts several other alumni among their numbers: his nieces Lindsay Griffith ’06 and Susan Black ’15 and his nephew Ian Griffith ’10, as well as his own children, Kathryn ’11, Tommy ’14, and Jack ’17.

PHOTO CREDITS : Photographers Robert Benson, Richard Bergen, Ken Mason P’11,12,16, Eric Poggenpohl, Chip Riegel ’90, Stefen Turner, David Werner ’80, P’10,11,16, and Panfoto. DESIGN: John Johnson Art Direction & Design PRINTING: The Elm Press

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