90th Celebration

Moriarty Athletic Campus Opens

The Innovation Issue

fall 2012

CONCORD ACADEMY MISSION

Concord Academy engages its students in a community

animated by a love of learning,

enriched by a diversity of backgrounds and perspectives,

and guided by a covenant of common trust.

Students and teachers work together as a community of learnersdedicated to intellectual rigor and creative endeavor. In a caring andchallenging atmosphere, students discover and develop talents asscholars, artists, and athletes and are encouraged to find their voices.

The school is committed to embracing and broadening the diversity of backgrounds, perspectives, and talents of its people. This diversityfosters respect for others and genuine exchange of ideas.

Common trust challenges students to balance individual freedom with responsibility and service to a larger community. Such learningprepares students for lives as committed citizens.

Seo Hee Lim ’13Cyanotype from Photography 3, Spring 2012

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D E P A R T M E N T S

2 Message from the Head of School

3 Campus News

9 Faculty Profile

11 CA Bookshelfby Library Director Martha Kennedy

12 ArtsQ&A: Sharon Oleksiak ’83

15 Athletics

34 Alumnae/i ProfilesCatherine Smith ’71Lasell Jaretzki Bartlett ’66Philippe von Borries ’97 and Justin Stefano ’98Kate Hammond ’88by Nancy Shohet West ’84

47 Alumnae/i Association Update

52 In Memoriam

EditorAnne-Marie Dorning

DesignIrene Chu ’76

Report of Giving EditorBen Bailey ’91Director of Annual Giving

Editorial BoardKaren Culbert p’15Director of Stewardship

Anne-Marie DorningAssociate Director of Communications

John DrewAcademic Dean

Carol SacknoffDirector of Stewardship

Pam SaffordAssociate Head for Communications, Enrollment, and Planning

Hilary WirtzAdvancement Office

Billie Julier Wyeth ’76Director of Alumnae/i Programs

© 2012 Concord Academy

Committed to being a schoolenriched by a diversity of backgrounds and perspectives.Concord Academy does not discriminate on the basis of sex,race, color, creed, sexual orien ta-tion, or national or ethnic origin in its hiring, admissions,educational and financial policies,or other school-administered programs. The school’s facilitiesare wheelchair-accessible.

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Cover photo: Drew Gilpin Faust ’64 at CA’s 90th Anniversary Celebration by Tim MorseCA M

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F E A T U R E S

3 Orientation

8 Meet CA’s New Dean of Faculty

17 Still Going Strong

18 Commencement

22 Reunion

26 Moriarty Athletic Campus Dedication

29 CA Turns 90

33 New Trustees

39 CA on the Cutting Edge: Innovators

48 Leadership Report of Giving 2011–12

fall 2012

Read it?We would like to know what you think

about the stories in CA Magazine. Please write and tell us. We may edit your letters for

length but we want to hear from you.

Please send correspondence to:Anne-Marie DorningCA Magazine166 Main Street, Concord, MA 01742

Email: adorning@concordacademy.org

As we took a step back to think about the problemwe were trying to solve—that of maximizing the oppor-tunity for our students to be creators, and minimize theinstances where they are passive receivers of content—we began to analyze the potential solutions. How couldwe incorporate technology into our educational modelwithout just reaching for the latest hardware? How couldwe use technology as a tool, and not allow it to becomean end in and of itself?  How we could enhance the class-room experience with technology and not create barriersbetween our teachers and their students?

In short, how could we become innovators?The solution we came up with is a schoolwide

initiative dubbed TELE: Technology-Enabled LearningEnvironment. It has several components, but one of themost important is the use of Evernote, a Web-basedapplication that will allow anyone on campus to collectand share information in a single place. History Depart-ment Chair Kim Frederick and Academic Dean and science teacher John Drew tested out the use of Evernotein the interdisciplinary Boston Class this past spring.Both teachers were able to compile material for thecourse in one place and allow students to share that infor-mation and post their own photos, research, and links. As the weeks went on they noticed something. Students began to interact with the course material in away they hadn’t before. In the end, the use of technologyallowed threads of information from both the studentsand the faculty to form a rich classroom tapestry.

Ultimately, this is where we see technology fittinginto the Concord Academy tradition. Technology at CA is about facilitating collaboration: between studentsand faculty, around ideas, and throughout our institu-tion. A system like Evernote, which is built for collabora-tion, puts our faculty and students in the foreground and allows technology to take a backseat. To us, this isjust one more way the learning experience at ConcordAcademy remains the driver for all that we do.

As we celebrate our 90th anniversary and reflect onthe past century and all that has changed within thisremarkable school, we can also celebrate the knowledgethat some things, the essential things, will always remainthe same.

Rick HardyHead of SchoolDresden Endowed Chair

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from the head of school

September 2012

ike many people, I spent at least a portion of my summer detaching myself from the electronic devices that have become an integral part of

my daily routine. While on vacation I limit my emailcheck-in to once a day, and I leave my laptop behind inmy office. This “detachment”  gives me the silence anddistance I need to recharge myself.

For me, the use of technology is not secondnature—though it assuredly is for our students—but I have learned to incorporate it into my life in ways that make everyday tasks a little easier.  Lately, however, I have been reflecting on what is being lost by ourincreased reliance on “time-saving” devices. Is the seemingly never-ending cycle of ‘newer and faster meansbetter’ going to forever dominate our lives? And if so, at what cost?

Questions like these, about the use of technologyin the classroom, have been swirling around educatorsfor years.

On one side of the debate are those who believethat the classroom should reflect  the twenty-first-centuryworld our students live in; those who hold this viewencourage students to use and learn with twenty-first-century tools and media. On the other side of the debate are those who believe those same tools and mediadistract students and thus detract from the learning inthe classroom.

At Concord Academy, we have approached thiscritical debate a bit differently. Last year, some of our faculty came to us because they had an idea—an idea toput students in greater control of their own learning.They wanted to give their students the means to organ-ize material according to their needs, to create their ownarchives, and to share information with each other andwith us. These teachers turned to us and said “How canyou help us do that?”

Gabriel Cooney

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CorrectionsA photo of Imaginary Invalid onpage 18 should have been creditedto Ian Hannan. A photo on page 16was incorrectly identified as TylerAndrews ’08. CA Magazine regretsthe errors.

I WAS DELIGHTED to seeyour latest issue of CA Maga-zine highlighting alumnae/iwho are working to “ProtectOur Planet.”

What’s interesting is, backin the seventies, I discoveredorganic gardening and was soenthusiastic about this newmethod of gardening whichwas actually as old as the earth

(ha-ha!), that I sent ConcordAcademy a gift subscription toRodale’s Organic Gardening.

I had no idea if anyone readit, just kept blithely renewingthe subscription each year asmy donation, instead of acheck, hoping it would sparksome interest in someone.Well, eventually the schoollibrarian wrote me a note, to

say no-one was reading it, and Ireturned to writing checks tothe school.

Well, now we have comefull circle, and this is the rage!And it’s wonderful.

Tryna Van Dusen Fredregill ’63

LETTERS to the EDITOR

Orientation 2012

CA

C O N V O C A T I O N 2 0 1 2

Who They AreOne hundred eight new students arrived at ConcordAcademy on August 31, 2012,to begin the school year—and a new adventure.

Just who are these new-comers? We’re going to letthe numbers tell their story.

Day students: 58Boarders: 50

Females: 58Males: 50

They come from:CA, CO, FL, GA,HI, IL, MA, ME,NC, NH, NJ, NY, PA, and VT.13 percent are internationalstudents.

They speak manylanguages:Arabic, Bengali, Chinese, Creole (CapeVerdean), English, French,Hindi, Indonesian, Japanese,Korean, Portuguese, Russian,Spanish, Thai, and Turkish.

Many books have inspiredthem:To Kill A Mockingbird by

Harper Lee, HarryPotter series by JK Rowling, PercyJackson and The

Olympian by Rick Riordan, The Hunger Games bySuzanne Collins, The Old Man and the Sea by ErnestHemingway, The Book Thiefby Marcus Zusak, The Houseon Mango Street by SandraCisneros, Animal Farm byGeorge Orwell, Fahrenheit451 by Ray Bradbury, LittleWomen by Louisa May Alcott,Paper Towns by John Green,Ranger’s Apprentice by JohnFlanagan.

They believein service toothers. Thefollowing is a partial list oforganizations for which theyhave volunteered:Acton Food PantryAfrica Reads

Belmont Food PantryBookPalsBrookline Food PantryCradles to CrayonsGaining GroundHeading HomeMalawi ProjectNortheast Animal ShelterOpen TableRed CrossSpecial OlympicsVeterinarian Animal RescueWalden Woods ProjectWalk for HungerWalk for Juvenile DiabetesYouth in Philanthropy

Source: CA Admissions Office

spending the next nine monthstogether as a community.”

This year’s faculty speakerwas Susan Adams, a forty-one-year veteran of CA’s Modernand Classical LanguagesDepartment, who also hadimportant stints as collegecounselor and dean of faculty.

On campus, Adams isaffectionately referred to asFrau Adams because her devo-tion to the German languageknows no bounds. That lovewas on full display in herspeech as she recited a poemin German by Rose Ausländer.

Adams then urged the stu-dents to internalize the lessonsof the poem. “Throw your fear

into the air. This is a schoolwhere you can do that . . . Youhave come to a school that will allow, even expect, you to be what you are and givewhat you have. You have cometo a school where teachersand students work together tobuild a community,” saidAdams.

Rick Hardy echoed thetheme of community and said,“The journey that you arebeginning today is one that weare all beginning; and whereverwe go, we will get theretogether.”

After a reception on theChapel lawn, the CA studentsheaded off to class.

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oncord Academy kicked off its 90th year with

a warm and welcoming Convocation.

Head of School Rick Hardyaddressed the assembledgroup, comprising members ofthe board of trustees, facultyand staff, faculty emeriti, andstudents, who had gathered inthe Chapel, some for the veryfirst time.

Hardy eased the fears ofthe one hundred eight newstudent members of the CAcommunity by talking abouthis own nerves: “. . . thebeginning of each new yearfinds me eager to start, andalso nervous . . . I now under-

stand that this feeling reflectsthe uncertainty of what liesahead, but also the thrill ofpossibility, the promise of anew year.”

He told those new to theCA community that they hadbeen chosen because “weknow that you that you willcontribute in a host of impor-tant ways to our community.”

In her speech, this year’sStudent Head of School,Kelsey McDermott ’13 told theassembled students that eachof them had something differ-ent to look forward to this year.“For the freshmen, it’s becom-ing part of CA and making newfriends. For the [returning]sophomores, it’s furthering thefriendships made last year andcontinuing to explore newinterests both inside and out-side of the classroom. Juniorshave ring begs and, unfortu-nately, SATs to look forward to,and seniors have coffeehouse,chapels, and graduation,” saidKelsey, who added thatdespite their differences, thestudents had one thing in com-mon, “. . . something that weall have to look forward to is

Photos by Tim Morse

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Before I traveled to China, it seemed as far away

culturally as it was geographi-cally. The Great Wall, theYangtze, and TiananmenSquare appeared grand andromanticized in the books I had read and the photographs I had seen over the course ofmy education.

So, when Mandarinteacher Wenjun Kuaiannounced a ten-day trip inMarch to the far-off nation, Iimmediately emailed her formore information. I finally hadan opportunity to turn theintangible into the tangible, the abstract into the literal, fiction into reality.

We landed in Beijing, andover the course of the nextfew days, we visited many ofthe sites that I had comeacross in stories and photo-graphs. We made our wayacross Tiananmen Square andunder its famed gate, deco-rated with Mao’s dominatingportrait, and into the ForbiddenCity, where we able to witnessthe grandeur of Beijing.

The Olympic Village, theGreat Wall (which providedAlex Poorvu ’14, historyteacher Ed Rafferty, and mewith a near-vertical runningcourse), and the Ming Tombsonly further confirmed thisimmensity, and I soon feltsmaller than ever.

After our time in Beijing,we boarded a flight to theinland city Chongqing. Lily Li ‘13 and her family andfriends enthusiastically greetedus at the airport and broughtus to our hotel. In the absenceof a tour guide, we were ableto explore the city by our-selves. We spent one gloriousevening cruising on theYangtze River with Lily’sfriends.

The next day we arrived at Chongqing No. 11 MiddleSchool for a “cultural

exchange.” In a gymnasiumpacked with students, teach-ers, photographers, and video-graphers, we were treated tomusic, dance, and poetry, bothnew and traditional, by the students of Chongqing.

Afterwards, gift-bearingstudents swarmed us, askingfor autographs, photos, andemail addresses. It was fun, fora while, being celebrities, but it was even more fun when Igot an unexpected invitation tothe stage during one of themusic performances.

One group, a rock band,asked if any of the CA studentscould sing. Petrified by thethought of being chosen, Ishrank in my seat. And, just myluck, I was chosen. However,seeing my confused and wor-ried face, the musicians placedin my hand something familiar:a set of drumsticks. I spent thenext five minutes jamming onstage. Playing music with thestudents of Chongqing some-how dissolved the languagebarrier that had created a dis-tance between us. On our final leg of the trip we visitedShanghai, a metropolitan cen-ter not unlike any large Ameri-can city. We took a trip to thetop of the Oriental Pearl TVTower where we were able tosee the enormous urban land-scape spread out beneath us.

We visited the birthplace of

Chinese communism and evenwent shopping in a small fish-ing village right outside the city. My favorite part of the trip, however, was later thatevening. Restless, and cravingsome real Chinese street foodbefore we were to head back,Wenjun, Ed, a couple students,and I went on a walk well into the night. We searchedand searched, and leaving thelights of the shops behind us,we wandered under a railroadbridge and found a man cooking skewered lamb andstinky tofu. The latter, certainlybeyond my palate, was fol-lowed up by some of the most delicious lamb I haveever eaten. And we just stoodthere, under the bridge,indulging in the moment and in the food.

Later, upon reflection, Irealized I felt closest to Chinawhen I was eating stinky tofuand grilled lamb under a rail-road in Shanghai, when Ilearned Mandarin words andphrases on the bus withfriends, and when I jumped onstage to play music with myChinese peers. It was thosemoments when I felt like I wasreally in China.

China is a country ofgrandeur and culture; howeverthose special moments madethe country seem more inti-mate—and unforgettable.

The Great Wall by Isaac Levine ’14

Isaac Levine '14 and seven other CA studentstraveled to China in March, 2012 withMandarin teacher Wenjun Kuai and historyteacher Ed Rafferty.

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InSPIREby Ryan Hussey ’13

n my first day of work at the Girguis Laboratory

at Harvard University, I walkedpurposefully down the long,winding hallway, hoping Iwould end up at the rightroom. When I finally found theright office, I lingered outsidethe door, waiting until 9:00a.m. on the dot to knock,enter, and meet my graduate-student mentors for my firstday of work.

Although I was extremelynervous, Roxie, Heather, andKiana put me at ease immedi-ately. They gave me a tour ofthe immense lab space—spread out over two floors—and showed me the “internbench,” the lab bench anddesk where I would work onmy research. Not long after, Ijumped right into learning thedifferent procedures for Roxieand Heather’s experiments,and I was settled in.

Girguis Laboratory doesresearch in the field of marinemicrobiology, specificallyabout marine life found at

SERVICE TRIPS For the past five years, CA students, faculty, and chaperones have delayedsummer vacation plans and traveled instead on a school-initiated service trip. This year threeseparate groups headed to Nicaragua, Vermont,and New Orleans.

deep-sea vents. Though Iworked on two differentexperiments, both wererelated to the effect ofmicrobes on the concentra-tions of the different gasesbeing constantly released fromdeep-sea vents. I have takenbiology, chemistry, andphysics at CA, and a semesterof environmental science atthe Mountain School, but thisfield was entirely new to me.My mentors taught me notonly about the subject itself,but also how to do researchand discover entirely newthings in this budding field.

Because so many of thelab experiments have neverbeen done before, I learned alot about innovation and on-the-job problem solving, letalone the determination neces-sary to be a scientist.

I now know that each stepof an experiment is critical,from the simple act of wash-ing lab dishes to analyzing thefinal data.

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The InSPIRE program is designed to offer experi-ential learning opportunities for rising seniors.Students are placed in unpaid internship positionsat area hospital or university lab settings. The program is currently overseen by faculty memberAmy Kumpel.

Nicaragua

athematics teacher George Larivee, together

with French teacher TonhuHoang, accompanied a groupof six CA students toNicaragua to set up librariesand teach science to elemen-tary school children. Lariveehas led this trip for three years,to build libraries in impover-ished communities and pro-mote cultural exchange.

The first stop was a tinyschool in the village of El Rega-dio. The CA students cameprepared with boxes of simplescientific instruments: micro-scopes, telescopes, prisms,magnifying glasses, tuningforks, and other teaching tools.They divided the twelveschoolchildren into two groupsto let them touch, play, andexperiment with the scientificdevices. Of course, all lessonsno matter how rudimentary,had to be conducted in Span-ish, which proved to be asomething of a challenge.“The students quickly estab-lished a rapport with theNicaraguan children and

engaged them in the lessons.It was very impressive,” saidLarivee.

The students traveled to atotal of five villages, where atevery stop they polished theirSpanish and their teachingskills. Along the way, they builttwo libraries populated withdonated books.

Funding for the suppliesand books came from individ-ual donors and from a gener-ous donation from CA’svolleyball team, which sold T-shirts to raise money for theproject.

Planning for the next serv-ice trip is already under way.

George Larivee contributed to thisstory.

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dents, their efforts clearingaway debris will allow a newhome to be delivered for an80-year-old resident. I will also always remember themagnificent setting and hospi-tality of Road’s End Farm,”says David Rost.

Road’s End Farm is ahorseback-riding camp andworking farm located just afew minutes from the Tri-Parkcommunity. Rost says that CA chose Vermont for one ofthe service trips this year toremind CA students that thereare many “needs locally.”

And, in just a few shortdays, it was clear that in Ver-mont some acts of simplehuman kindness lifted the spir-its of the elderly residents.“The residents were bright-ened by our volunteering, as itwas a reminder that they werenot forgotten,” says Rost.

New Orleans

A students and their chaperones headed down

to Louisiana to help the com-munity get back on its feetafter several devastating natu-ral disasters, including Hurri-cane Katrina in 2005.

The mission of the NewOrleans service trip haschanged somewhat over theyears. In the beginning, rightafter Hurricane Katrina deci-mated the region, most of thework involved digging out andcleaning up. This year, thework revolved around helpingfeed people in the local com-munity. Institutional povertyremains a deep problem downin the Lower Ninth Ward ofNew Orleans, according tomathematics teacher KemMorehead, one of the chaper-ones on the trip. Morehead,along with Kim Crawford-Harvie, Susie Nacco, AssistantDean for Community andEquity Ayres Stiles-Hall, andDirector of Financial Aid John McGarry, accompaniedCA students including Diane Wald ’13, Sarah Eberth ’13,Ishbel McCann ’14, SeijaSamoylenko ’13, Jake Philbin-Cross ’14, Tyler Parke ’15, and Matt Goldberg ’14. TheCA group was hostedby Our School at BlairGrocery, a reclaimed grocery store committedto the education of localyouth and sustainablecommunity development.

For six days studentsand their chaper-ones weeded gar-dens, rippedovergrown vinesfrom fences, shov-eled dirt, and har-vested vegetablesand herbs. OurSchool at Blair Gro-cery serves as a largecommunity farmwhich employs andteaches localteenagers and growsfresh food for the peo-

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Vermont

he tiny state of Vermont was hit hard in 2011 by

Tropical Storm Irene. Wide-spread flooding washed awayhomes and devastated localcommunities.

A group from CA traveledto Brattleboro, Vermont, to helprebuild Tri-Park, a mobile homecommunity. Chaperonesincluded Dean of Students andCommunity Life David Rost,

Library Director MarthaKennedy, Concord Academynurse Gianna Drew, and foreignlanguage teachers LauraTwichell and Aida Campos-Nava.

Glen Park lost one-third ofits homes, most owned by senior residents. CA studentsincluding Corey Rost ’15,Sophie Drew ’15, Lindsay Klick-stein ’15, Hadleigh Nunes ’15,Lauren Jaeger ’14, CharlesManzella ’14, Adam Sodano ’13,and Nick Alvarez ’14 helpedwith painting, roof repair, treeplanting, and plenty of debrisremoval. “What stands out forme was the work of our stu-

ple in the surrounding commu-nities. Local families from theLower Ninth Ward can comeby with vouchers to get pro-duce and other fresh food.“The poverty level is intense.People are hungry and disen-franchised. Our School at BlairGrocery helps empower peo-ple to help themselves,” saysMorehead.

Just a few months afterthe CA group came home, thefarm at Our School at BlairGrocery was hit by HurricaneIsaac. The community is cur-rently cleaning upagain.

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Carly Nartowicz

A’s Dean of Faculty Jenny Chandler officially made the move to campus this past July. Within a few short days, she had managed to unpack most of her boxes and find

her way to the Upper Stu-Fac without getting too lost.“I’m excited to be a resident on campus and a part of this

special community. The surroundings are enchanting,” saysChandler.

In a way, Chandler’s journey to CA began back in 1985 atShattuck-St. Mary’s School in Fairbault, Minnesota. Chandlertaught middle school classes there for three years. “I enjoyedthe challenge of preparing for a class, figuring out how to excitestudents, engaging them in discovery, and making materialsand ideas so meaningful to me accessible and, ideally,

meaningful to them. I also grew to love what happens over thecourse of a class. My students have been some of my best andmost memorable teachers. Teaching is such a privilege to me,”says Chandler.

Her hours in the classroom solidified Chandler’s interestin education. She vividly remembers being with her students in1986 when the news broke that the space shuttle Challengerhad exploded. “I reacted to that event as a teacher. I thoughtabout Christa McAuliffe and what she was trying to do. Thatwas a transformative moment for me because it made me thinkmore deeply about what I love to do,” says Chandler.

Within a few years Chandler had enrolled at the GraduateSchool of Education at Harvard University, after which shebecame the dean of students at Miss Hall’s School in Pittsfield,Massachusetts.

Moving to the Berkshires was a coming home of sorts forChandler, who grew up in Williamstown, Massachusetts. Herfamily moved to Williamstown when Chandler’s father wasnamed president of Williams College in 1973. John Chandlerwas also president of Hamilton College from 1968–1973.

Jenny Chandler’s position at Miss Hall’s School evolvedfrom dean of students to assistant head and then dean ofacademics and faculty. After twenty-three years at Miss Hall’s,Chandler was looking for new challenges and something,perhaps, a bit more focused on the support and oversight offaculty. “I was looking for a school that matched its mission ina very real way,” says Chandler, who believes that at CA she hasfound such a school.

She came to that conclusion, in part, after meeting a groupof CA students during her interview process. “Those kids spokeabout their teachers’ capacity to deliver great content in anengaging way and the joy they had doing it. Their enthusiasmwas very real.”

As dean of faculty, says Chandler, one of her jobs in thisfirst year will be “to listen for and capture what distinguishesteaching at CA.”

She is also looking forward to teaching Profiles inLeadership in the spring, a course she has developed over thelast two years. She has been teaching U.S. History 2 this fall.“My aim is to get students to appreciate their own capacity tolead. I appreciate that at CA I have been given solid time toprepare for the courses that I will be teaching,” says Chandler.“That is a real gift.”

Still, Chandler will be taking time away from unpackingand class prep to indulge in a few guilty pleasures. Thatincludes eating a cupcake or two, and taking long walks intown with her Dalmatian Gracie and on some of the trailsaround the CA campus. She also looks forward to welcomingher son Owen home to CA when he visits from SarahLawrence College, where he is a sophomore.

She also hopes to make time to finish her current bedsidebooks, Susan Cain’s Quiet: The Power of Introverts in a Worldthat Can’t Stop Talking and Rachel Maddow’s Drift. As she sitsin her new office, Chandler says she often thinks back to theexperiences that brought her to Concord Academy. “I thinkabout the events that have shaped my journey and I have reallybegun to realize that this is what teachers do—we help studentsnavigate and shape their own journeys. CA seems to honor thisconnection in a very thoughtful and distinctive way.”

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Meet CA’s New Dean of Faculty

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FACULT

Y PROFILE

n the span of just three years, Amy Kumpel went from being a systems engineer at Raytheon working on the Patriot missile, to a math teacher at Concord

Academy. Now that she’s traded weaponsfor lessons, Kumpel says she couldn’t be happier.

Kumpel grew up in Wakefield, Massa-chusetts. While she chose to go to Tufts University because it had a terrificengineering programming, perhaps moreimportantly for Kumpel it was also just a few miles from her parents’ home. “I was a homebody,” admits Kumpel. “Iapplied only to colleges within a two-hourdrive of my house.”

After graduating in 2001 from Tuftswith a BS in mechanical engineering,Kumpel headed to the Georgia Institute ofTechnology to pursue a master’s degree inaerospace engineering. Still, she couldn’tquite bring herself to finish a PhD.

Instead, once again, she looked to herfamily for advice. “What do you do whenyou’re 22 and don’t know what to do withyour life? You call your Mom. She said,‘You know, I always thought you would bea great teacher,’” says Kumpel.

And with that Kumpel was off andrunning—again. For two years, shetaught physics at an independent schoolin Atlanta. Kumpel says now that sheloved the job. It was “trial by fire” in thatthere wasn’t a lot of mentoring in theclassroom. Still, she enjoyed being in theclassroom with a diverse and highly moti-vated group of students.

Yet, home once again tugged atKumpel’s heartstrings. “I wanted to becloser to the Boston area,” says Kumpel.

“I wanted to be around my family.”She chose to resume a career in engi-

neering, thinking that she should give itone more try. After all, she had completedyears of schooling to become an engineer,and as much as she loved the classroom,it made sense to Kumpel to give her chosen career another go.

She signed on as a systems engineerwith the defense contractor Raytheon.

For a year, Kumpel spent her daysworking on the Patriot missile. “I hadsome experience working on missiles atGeorgia Tech, so it wasn’t that big of aleap,” says Kumpel. “I really love the wayengineering teaches you how to think andsolve problems, but it was tough in 2005

to be young and female working there.”The job itself capitalized on Kumpel’s

skills as an engineer, but it lacked whatshe craved most—collaboration with other professionals and interaction withthe students she had come to miss. Aftera few months, Kumpel knew she made a mistake. “I missed that every single dayin the classroom is different. I love theunpredictable nature of teaching, and Imissed being with high school students,”says Kumpel. “I just think they’re awe-some.”

In short order, it was clear to Kumpelthat she would leave engineering for goodand rejoin teaching.

Since fall 2008, Kumpel has taught

ITim Morse

From Missiles to Math

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English teacher Cammy Thomas has learned thather second book of poems, Our Dark Game, hasbeen accepted for publication by Four Way Books in New York. It will appear on bookshelves in late 2014.

Concord Academy’s photography teacher, CynthiaKatz, was invited to participate in “Blink,” aphotography pop-up exhibition at Digital SilverImaging in Boston, Massachusetts. Katz wasselected for her moving black-and-white images.

Ceramicist Ben Eberle ’99 had a large platterselected for an exhibit in Lancaster, Pennsylvania.The 20th Annual National Strictly Functional Showis a juried exhibition that showcases the best offunctional ceramics in the United States.

Director of the Theatre Program David R.Gammons’ production of Red received theOutstanding Production award at the 30th annualElliot Norton Awards. Red was the most nominatedsingle production at the awards, with a total of five

nominations and two wins. The play revolves around the life ofartist Mark Rothko.

Newsmakers

both Accelerated Physics and mathemat-ics as a faculty member at Concord Acad-emy. “I love that CA students activelyengage in their own learning process,”says Kumpel, “They are not just going to sit back and listen to what the teacherhas to say. They push back in a very intellectual way.”

Kumpel has also been instrumental in continuing the InSPIRE program begunby then-Science Department HeadMichael Wirtz.

The unpaid internship program,designed to provide CA students withhands-on experiential learning opportuni-ties, places rising seniors in hospital oruniversity lab settings for the summer.This year, Kumpel found placements for twelve students in research labs atBrandeis University, Tufts University, Harvard University, Tufts Medical Center,and Boston College.

As for Kumpel, last year she packedup her belongings and her cat Fenway andmoved into Wheeler House as a houseparent, where she has come to enjoy herability to interact with CA students out-side of the classroom.

Every day, says Kumpel, she is grate-ful that she traded a life working with missiles for one solving math problems inthe classroom.

“To watch a student have their ‘Aha!’moment, when they struggle and then allof a sudden all those puzzle pieces fallinto place . . . that moment is by far themost rewarding,” says Kumpel.

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From the series “Occupied” by Cynthia Katz, 2012

Platter created by Ben Eberle ’99

CA Bookshelf by Library Director Martha Kennedy

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Jane Barnes ’60Falling in Love with Joseph Smith:My Search for the Real ProphetJeremy P. Tarcher/Penguin, 2012

Well before Barnes began work onthe PBS Frontline documentary,“The Mormons,” she developed adeep fascination with Joseph Smith,founder of the Church of JesusChrist of the Latter-Day Saints. Whatmost impressed her were the earlywritings of Smith, notably the joyfulhumor and originality of the youngprophet’s revelations that eventuallydirected him to write the Book ofMormon. During the extensiveresearch phase of the documentary,Barnes discovers her own ancestorsjoined the early church as converts,following Smith out west in the1830s. Barnes wrestles with theissues raised by her near conversionto Mormonism while writing the film.Despite seeking continued guidancefrom missionaries and attendingservices, she cannot completely reconcile her beliefs with the tenetsof the Mormon faith, although her connection to Smith remainssteadfast.

Philip McFarland, Teacher EmeritusMark Twain and the Colonel: SamuelL. Clemens, Theodore Roosevelt,and the Arrival of a New CenturyRowman & Littlefield, 2012

Two iconic figures of the Americanpast clashed mightily over political,economic, and social viewpoints.Though he never publicly shared his views, Clemens professed in personal writings that Roosevelt was“by far and away the worst Presidentthat we have ever had.” WhileClemens held fiercely to anti-imperi-alism, Roosevelt’s views pushed forUnited States dominance in theyears during and immediately follow-ing the Spanish-American War. Whenpersonal tragedies struck both men,specifically the loss of loved ones,their reactions to them differedgreatly: Clemens brooding and self-flagellating, Roosevelt dismissive andnear blameless. McFarland’s closeexamination of the crucial yearsbetween 1890 and 1910 revealsmuch about the two men, includingtheir influences and perspectives ona rapidly changing nation.

David Duffy ’75In for a RubleSt. Martin’s Press, 2012

Fresh from a 2012 Edgar nominationfor Best First Novel for Last to Fold,Duffy strikes again, in this, his sec-ond venture into the crime fictionannuls. Attempting to keep depres-sion at bay, Turbo Vlost, private eye,reluctantly takes on an assignmentfrom a billionaire about to claim thewinning bid for a huge media outlet.Initially hired to figure out who ishacking into the company’s com-puter system, Turbo finds himselfensnared in a volatile mix of Russianmobsters and dark family secrets. It appears that everyone is out tomake a bundle, including the client’sson, who’s running a disturbing, yetfinancially lucrative, side businesswhile at boarding school. The evi-dence is in—Duffy has the makingsof a terrific new crime series, so stay tuned for the follow-up that issure to come.

Betsy Thompson ’87, illustrator;Janet Halfmann writerEggs 1 2 3: Who Will The Babies Be?Blue Apple, 2012

This delightful natural-history count-ing book is richly illustrated withThompson’s textured collages. Fold-out pages allow for interactiveclose-ups of the various creaturesthat emerge from a wide range ofeggs. Animals from land and sea,and even ordinary suburban backyardbeasts, cast a magical light on thisroutine cycle of life. Eggs 1 2 3 is perfect for the curious preschoolerswho enjoy knowing the hows andwhys of the world around them.

hrongs of students, faculty, and staff packed the RansomeRoom to view CA’s semiannual visual arts show. Gigantic

self-portraits filled one wall, haunting blue-tinted photographsstood out on another, and beautiful ceramic objects dotted the room. In all, more than one hundred and twenty works bystudent artists were on display.

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Upbeat music from the eighties filled the Performing Arts Center (P.A.C.) when the Directors Seminar Production of The Breakfast Clubmade its debut on CA’s stage this past year. Abby Brooke ‘13, Ellie New ‘14, Josh Shapiro ‘14, Evan Turissini ‘12, and Wyatt David Welles ‘14, played the lead roles in the play based on the 1985 John Hughes film. For those too young to remember the movie, it revolvesaround five teenagers thrown together in an empty library for detention. In addition to the eighties hits, the student band 6Foot6 alsocontributed music to the production.

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Artwork by Charlotte Weiner ‘13

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rnest Hemingway’s classicnovel A Moveable Feast

was the inspiration for anotherDirectors Seminar Production,Running with the Bulls. Theplay is set in Paris in the 1920sand focuses on Hemingway, hiswife, Hadley, and the vibrantexpatriate community in whichthey lived and loved. ReginaCoyle ’13, Louisa Dodge ’14,David Lander ’13, Liz Goot-kind ’13, Lucy Farnsworth ’15,and Sophia Steinert-Evoy ’13were among the cast and crew.

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Liza Voll Photography

Photos by Tim Morse

olta burst onto the stagelast spring. Director of

the Theatre Program David R.Gammons coconceived andcodirected the production,along with Theatre ProgramGuest Artist Jennie Israel. The“passionate evening of poetry,music, and movement” wasinspired by William Shake-speare’s sonnets. The perform-ance featured the entireTheatre 3 Company. Originalmusic was performed by AdamStone ’04.

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porary dance. Students partici-pated in workshops on tech-nique, performance skills, andrepertory as well as the Chore-ographers’ Project, in whichdancers participate in the cre-ation of new work under theguidance of fellowship recipi-ents. The program included aperformance series at theInstitute of Contemporary Art(ICA) in Boston, Massachu-setts. A staging of Merce Cunningham’s How to Pass,Kick, Fall, and Run received an enthusiastic response fromthe press and public alike. Two readers with CA tiesaccompanied the perform-ance, actor Oliver Platt P’12and poet Robert Pinsky P’94.Congratulations to SummerStages Dance at ConcordAcademy for fifteen wonderfulyears.

his year Summer Stages Dance at Concord Acad-

emy celebrated its fifteenthyear. The program, under theguidance of CA’s PerformingArts Department Head AmySpencer and Dance ProgramCodirector Richard Colton, has

grown in size and scope overthe years, and now it drawsaspiring dancers from NewEngland and beyond. Nearlyone hundred advanced-levelperformers participated in thethree-week intensive programaimed at students of contem-

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Art work by Caelyn Kwak ‘12, Eliza Guion ‘15, Phoebe Chatfield ‘14, and Kris Kim ‘12

Q&A

Sharo

n Oleksiak ’83

Sharon Oleksiak ‘83 is president of FRIDAGlass works, a glass design company based inPawtucket, Rhode Island. She has been design -ing with glass for the awards and recognitionsmarket for the past twenty years. Oleksiakmajored in art history and economics at BrownUniversity and earned a master’s degree ininterior architecture from the University ofMassachusetts as well a master’s degree inindustrial design from the Pratt Institute.Oleksiak lived in New York for years beforemoving back to Rhode Island where she is now based. She has designed with crystal andglass for all types and sizes of entities, from theElton John Aids Foundation, to SwarovskiInternational, Microsoft, the Terezín ChamberMusic Foundation, and most recently UNESCO.

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CAWhat is your process?

SO It’s quite simple on the sur-face, I just start sketching.Underneath, however, an enor-mous amount of thought goesinto my designs. After meetingwith a client to see what his orher focus is for the product theyhave asked me to create, I try topare down these ideas to onesimple concept and visual,reflective of my client’s purposeor mission. With the Elton JohnAids Foundation the grandpiano—his piano—has gorgeousform. I started drawing thecurves and shapes that to merecall a grand piano. At the sametime, I needed to incorporate theAids Foundation logo and color,which is not so easy in glass.Once I have some initial ideason paper, I think about how they

rial quite well, there are alwayssurprises with a finished productin glass. During the design anddrawing stage it is impossible toguess exactly how light will bethrown or reflections carriedthrough the piece, until you actu-ally hold it in your hand and spinit in the light.

CA You produce a lot of com-mercial work, do you consideryourself an artist?

SO Other people call me anartist because that is how Iapproach my life and my work. Idon’t know that I feel worthy ofthe term. I do know that I ampassionate about creating gooddesign for the average person,whether it is an object or aspace. I truly believe in theBauhaus concept that gooddesign can and should be acces-sible to everyone. There is somuch bad design in glass aroundus that it has cheapened thematerial. I wish to change this.In the end, I consider myself aproblem solver and an objectmaker—objects that have mean-ing for me, and others. One ofmy favorite projects was work-ing with the Terezín ChamberMusic Foundation to create theirlegacy award. The Foundation isdedicated to preserving themusic and art created duringWWII in the Terezín concentra-tion camp and every year theyhonor a benefactor of the foun-dation. The idea we chose towork with was to take an actualbrick from the wall of the con-centration camp in Europe, shipit back to Rhode Island, pull amold from it and cast it directly

can be translated into glass andthe manufacturing processesinvolved. When my ideas havejelled, I draw the objects on thecomputer and prepare construc-tion drawings for prototyping.There is a power to making anobject and bringing an esotericidea to life, and to me an enor-mous amount of satisfaction,once the prototyping begins.

CA Tell me about your preferredmedium—crystal?

SO Crystal is soft to cut and pol-ish with extraordinary reflectiveand refractive qualities. It has anincredible ability to throw lightwith prismatic affect. It is one ofthe oldest materials made byman, and yet today it is used inmany high tech applications.Although I understand the mate-

into crystal. The engraving was avery simple line along the bot-tom of the brick. It was almostlike a tombstone manifested incrystal, rather than stone. Theform is very simple, quiet in itspresence, but at the same time,heavy with meaning.

Oleksiak recently won the Silver Design Award for commercial interiors in RhodeIsland. Along with her work in glass and crystal, Oleksiakcontinues to maintain a lifelongpassion for interior design.

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SPRING HIGHLIGHTS

CA athletes ran, jumped, slugged,and lobbed their way to a seriesof spring sports victories. The girls tennis team domi-

nated rivals Dana Hall for theEastern Independent League (EIL)Pool B Tournament title. The boys tennis team also turned in a not-too-shabby second place performance in the EIL. Over on the baseball diamond,

CA made it to the finals of the EIL Baseball Tournament thanksto a strong showing by pitcherTim Chamberlin ’12, who man-aged to hold off two strong hit-ters from the top-seeded PingreeSchool. The team waged a hard-fought battle for the champi-onship with Berwick, butultimately had to settle for a sec-ond place finish. A total of ten CA athletes

competed in the NEPTSA DivisionIII Track and Field Championships— and came home with slew ofpersonal bests, four school

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records, and three championshipperformances. Katie Krupp ’12 had the best sin-

gle day performance of any athletein CA track history — winning threeseparate New England champi-onships. Katie set a facility record inthe 100M hurdles. Then, in the300M hurdles, she won her secondchampionship of the day by postingone of the fastest times in DivisionIII history. To finish up the day, Katiepropelled herself through the air topost a record triple jump of 35-feet6-inches and capture her third cham-pionship. Head coach Jon Waldronsaid, “Katie represents all the bestthings about CA’s program — sheworks hard to be competitive as anindividual athlete, but cares just asdeeply about the team’s progress.She’s also not afraid to take risks andtry new things.” CA runners posted some blister-

ing times. Sophie Drew ’15 placedtwelfth in the 800M with a time of2:39.75. Lindsay Klickstein ’15 ran apersonal best of 5:32:78 in the1500M—good for ninth place. In the 3000M, Alyssa Taylor alsoclocked in with a personal best —and school record — of 11:46:61 for a fifth place finish. Adam Pfander ’12 placed fifth in

the 3000M, setting a new schoolrecord of 9:50.01.

“It was a very exciting end to avery exciting season,” said JennyBrennan, CA’s director of athletics.

With additional reporting by Jon Waldronand Jenny Brennan

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Betty Glover ’63— Distance Running

ifty years ago at CA, when weplayed field hockey, lacrosse, or

soccer, I always wanted to play centerhalfback because that player got to runthe most. But then, after almost fourdecades of inactivity, in my mid-50s Igot a shock. When I looked in the mir-ror I saw an out-of-shape person staringback at me. So I began taking cardioclasses, and to my surprise I fell in lovewith physical exercise.At age 62, I began to train with a

running club. I kept getting faster andfaster, gaining in endurance. Very soon I was racing and winning awards. Now,at age 67, I am ranked number one inthe MD/DC/VA region in my female division age 65–69.My CA friends know I am very much

a Type�B personality—mellow and laid-back. In a race, however, I’m a mon-ster. In five years, I have competed inalmost one hundred races, includingdistances up to 50K. On a good day Iam world-class, and it’s a thrill to beinvited to start at the front of a big raceright behind the elites.Discovering my talent late in life

makes it all the sweeter. I do not takethis gift for granted. To express mygratitude I give back by volunteering asa coach. The opportunity to help otherslearn to love running makes me moregrateful still.

—Written by Betty Glover ’63

Judy Scott Evans ’63—Tennis

t CA, Judy Scott Evans ’63 playedon the red tennis team. “I just

remember playing very ferociouslyagainst the blues,” says Evans. At thetime, tennis teams were divided by colors—the reds against the blues.Fast forward fifty years or so, and

Evans is now the number two USTAplayer in the 65-plus age group inNorthern California, which is quite anachievement for someone who has

been through three hip replacementsand a knee surgery.Her tennis game has evolved some-

what since her days on the CA courts.“In your 60s it’s more of a mentalgame. Now I silently do the accounting.Do I really want to run this ball downwith my hips?” says Evans, who alsotakes stock of her opponents’ weak-nesses. “You figure out if your oppo-nent has a brace on her knee for lateralmovement, then adjust your playaccordingly.”She has retooled her game and

added a drop shot and a topspin lob tovanquish her opponents.Evans believes her years as a player

on Concord Academy’s “red” team prepared her for a future as a USTA tennis star. “Tennis really is about beinga chameleon.”

Rebecca Ramsay ’64— Running

ebecca Ramsay runs for the joy ofit—she just happens to be pretty

fast as well. Last fall, Ramsay came in23rd out of 217 runners in her agegroup (60–69) at the Tufts 10K race inBoston, Massachusetts.These days, though, she isn’t

focused on her speed. Ramsay saysshe wants to see how “enjoyable” shecan make her running. To that end, sheis trying to adjust her running stride tolean forward so that she can “use theeffect of gravity” to reduce the effort inher running—a technique promoted inthe book Chi Running, by Katherine andDanny Dreyer.Ramsay is also concentrating on

being “aware of the contact of all of ourtoes with the ground.”Ramsay’s father participated in

track sports, so you could say it runs inthe family.

Congratulations to all the Concord Academy alumnae/i who are still activein athletic pursuits.

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Still Going Strong

n September we received word that former Head of School Tom Wilcox had completed his

first triathlon at age 65. Wilcox competed in the Celebrating Heroes Triathlon in Columbia,Maryland. The race included a 1000M swim, 17.5-mile bike, and a 5K run. He placed fourth out of eight in his age group and beat nearly three hundred competitorsto the finish line—not bad for being oneof the oldest people to enter the race.

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Some CA alumnae/i remain committed athletes long after graduation.Here are the stories of three alumnae from the 1960s who still excel intheir chosen sport.

Former Head of SchoolTom Wilcox and his

wife Whitty Ransome

Betty Glover ’63

Rebecca Ramsay ’64

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A Day of Celebration and InspirationPhotographs by Tim Morse

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s the Concord Academy Class of 2012gathered on the Chapel lawn for the Commencement exercises, a bright June

sun warmed the assembled crowd of students, parents, faculty, family, and friends.

As is tradition at Concord Academy, therewere no caps or gowns to be seen. Girls worewhite, boys dressed in jackets and ties.

To begin the day, the President of the Board of Trustees, John Moriarty p’02, ’05, ’07—who hasseen three of his own children graduate from CA—gave a short, heartfelt speech. “I am sure that formany of you these last few weeks have been full ofangst; last chapel, last game, last performance, lastCA English class, but CA doesn’t go away,” saidMoriarty. “As you pursue new things you will beextending the reach of CA and CA will be here foryou, your friends, fellow alumni, and CA parentspast and future—wherever you may land.”

Head of School Rick Hardy then addressedthe parents of the Class of 2012. He thanked themfor “trusting us with your sons and daughters, and

for partnering with us in helping them to learn andgrow over these past four years.”

Hardy went on to talk about the unique char-acter of this class of graduates.

“They are good-natured, curious, quirkilyintellectual, and unfailingly creative; not so muchskilled at thinking outside the box as incapable ofthinking inside it,” he said. “These seniors have ledthe school so well for the past nine months, andwe are proud of and grateful to them for all thatthey have done to make this year a success.”

Student Head of School Johnny Murchison ’12recognized the dedication of CA’s faculty. “We feelincredibly lucky to have learned from a faculty sodistinguished as this one, not only in title andtenure but in talent and passion as well,” he said, atwhich point the crowd erupted in applause.

Senior Class President Pauly Daniel ’12 intro-duced the speaker for CA’s eighty-ninth Com-mencement, Robert Pinsky. In a funny and, attimes, touching speech, poet Robert Pinsky p’94,told the graduates and assembled guests that

AAshley Campbell ’12 and Rhea Roy ’12

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instead of talking about traditional commencementtopics like “the future” and “hope,” he would instead“talk to you about the past and despair . . . Whatyou will seek in the world, I hope, will be a difficultythat is worthy of you,” said Pinsky, as he told thegraduates that he had spent his life engaged in “thedifficulty that obsesses me and attracts me and makesme want to go back to it . . . ,” namely, his poetryand his writing.

Pinsky is an editor for the online magazine Slateand was U.S. Poet Laureate for an unprecedentedthree terms. Pinsky is also the founder of theFavorite Poem Project, which brought poetry intothe mainstream in America. He is currently a profes-sor at Boston University. After reading severalpoems, one written by the painter Michelangelo,Pinsky told the graduates that he had one simplewish for them.

“I wish for you that you listen to the past andleave something good for the future.” He concludedby saying, “I’m proud of you. I am proud that youasked me to talk to you and I wish you worthy andpleasurable difficulties in your life.”

Then it was time for the awarding of the diplomas.

Stephanie Michelle Spies ’12, was the first gradu-ate to be awarded a green, leather-bound diploma.Eliza Woods Harrison ’12 threw her arms in the airupon receiving hers; Lizzie Rodgers ’12 let out asmall scream. Through it all there was laughter,applause, even a few tears. The traditional greensock stuffed with dollar bills donated by each mem-ber of the graduating class, a gift for the last gradu-ate to receive a diploma—went to Charles Bryant ’12.The ceremony concluded with a spirited renditionof the school song “Concord, Concord.”

With that, the ninety-minute commencementexercises, marking both an end and a beginning forthe CA Class of 2012, came to a close.

Left to right: Kathleen Cachel ’12, Hadley Allen ’12, Corie Walsh ’12, and Sara Makiya ’12; Naseem Silver-Hajo ’12; NatalieWang ’12, Michelle Wiryadi ’12, English teacher Parkman Howe,Emily Wang ’12; Rick Hardy congratulates a graduate; Middlerow: English teacher Abby Laber hugs a graduate; Family andfriends on the Quad; James Wyrwicz ’12; Graduates singing theschool song; Megan Robidas ’12, Bruce Duggan ’12, AshleyBrock ’12, Max Samels ’12; Sofia Lapides-Wilson ’12; Bottomrows: Corie Walsh ’12; Eliza Harrison ’12, Lily Platt ’12, StephanieSpies ’12, Taylor Fallon ’12, and Anna McCormick-Goodhart ’12;Ben-Ben Fleuragaste ’12 and Christiaan Pfeifer ’12; ColemanCraddock-Willis ’12; CA Chorus; Charles D. Bryant ’12

Sean Pathawinthranond '12

To watch the full Commencement 2012address please go to:http://youtu.be/T0w7FVLwn-w

For more Commencement 2012 photosvisit concordacademy.org

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Reunion 2012CA Alumnae/i Reconnect and Remember

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n a Kodak-worthy weekend this past June, more than 400 Concord Academy alumnae/igathered on the Main Streetcampus and basked in the warm

sunshine as they took part in a reunion weekendthat celebrated old friendships and created new memories.

The two-day slate of events began with atalk about the state of the school today, led byHead of School Rick Hardy, who was joined byAcademic Dean and science teacher John Drew,history teacher Sally Zimmerli, and former student head of school Dani Girdwood ’11.

Then it was on to a casual wine tastingfeaturing faculty oenophiles Parkman Howe,Stephen Teichgraeber, Keith Daniel, and NicoleFandel.  Afterward, alumnae/i gathered for dinner accompanied by coffeehouse music per-formed by Ross Adams and Rachel McCollVuolo ’91. Later in the evening it seemed no onecould resist the ice-cream sundae buffet featuringice cream from Christina’s Ice Cream, owned by Marion Odence-Ford ’82 and her husband,Ray Ford.

Yoga class kick-started Saturday’s jam-packed schedule, followed by a series of work-shops and presentations. Hilary Price ’87, creatorof Rhymes with Orange, explained to an assem-bled group of admirers what it was like to

write a daily comic strip. And about fifty peoplegathered in the Josephine A. Tucker Library to take part in a panel discussion about socialinnovation moderated by CA faculty membersLiz Bedell and Susan Flink, with panelists SarahH. Elliston ’62, Marian Lindberg ’72, andJohanna Rosen ’97.

In the afternoon, dozens of alumnae/i gath-ered in the Elizabeth B. Hall Chapel for a memo-rial service to remember the passing of belovedfriends, relatives, and colleagues as the gentlenotes of Tchaikovsky’s Souvenir D’un Lieu Cherdrifted across the campus. While the mood wasreflective and nostalgic in the Chapel, on the restof campus it was anything but.

Members of the Class of 2002 held court inthe gymnasium, where they hosted a fast-pacedbasketball game. On the Quad, alumnae/i, manywith new families in tow, engaged in animateddiscussions with former classmates.

At one afternoon workshop, Associate Headof Communications, Enrollment, and PlanningPam Safford, together with Director of CollegeCounseling Kate Peltz, presented a slide show on“Enrollment Trends in the 21st Century.”

At the same time, just up a flight of stairs, astanding-room only crowd listened as AllyAnderson-Spivy ’57, Julia Rappaport ’02, AndreaSilverman Meyer ’87, and Rolling Stone’s MattTaibbi ’87 discussed the craft of writing.

Taibbi described his post-CA years at NewYork University and then, later, writing for theMoscow Times. “If you’re immature, deluded, orpretentious your writing will be bad . . . you haveto be sensitive to your own flaws, and it’s apainful process,” said Taibbi.

For Taibbi that painful process has evolvedinto a thriving career as an author and writerwho is perhaps best known for his bold coverageof the financial crisis. After the discussion, a livelyQ and A lasted well into the afternoon.

Tours of the Moriarty Athletic Campus alsotook place throughout the day.

As events wound down and the sunlightfaded, alumnae/i spread out across the campusand headed off to dine with classmates fromyears past. Reunion classes from 1942 to 1967gathered in the Dance Studio, while othergroups from the classes of 1972 to 2007 gottogether for casual dinners on the Quad and inthe Stu-Fac.

On Sunday, as former students packed theirbags in preparation for leaving Concord Acad-emy once more, it was clear the thrill of beingback on campus and the joy of talking with oldfriends had made for a memorable weekend.  

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Scenes from Reunion 2012

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THIS YEAR there were two recipi-ents of the Joan Shaw HermanAward, Ellen Smith Harde ’62 andthe late Jennifer Moulton ’67. During reunion weekend, alumnae/ifilled the Elizabeth B. Hall Chapel to celebrate the work of bothwomen.

Jennifer Moulton ’67 (Posthumous award)

ennifer spent most of her life in Denver. It was for her work as plan-

ning director of the Mile-High Citythat she was honored with the award.Jennifer graduated with honors fromColorado College and earned an archi-tecture degree from the University ofColorado in Denver. In 1991, shebecame planning director of Denverand spent the next decade transform-ing the city into the cosmopolitan hubit is now. Jennifer played a role inexpanding the Denver Art Museumand the Denver Library, redevelopingLowry Air Force Base, Denver Interna-tional Airport, Coors Field, and St.Luke’s Hospital, as well as updating

some of the city’s deteriorating publichousing projects.

There is a memorial to Jennifer inDenver’s municipal building. Thewords “You didn’t know you came tomake a city” are printed on the memo-rial in honor of Jennifer’s tireless dedi-cation to the city she loved.

Jennifer’s mother, Alice Moulton,accepted the award on her daughter’sbehalf. “Thank you for honoring Jennifer,” said Alice. “She loved Con-cord and CA and always said any success later in life stemmed from theeducation she received here. Thisschool changed Jennifer, and Jenniferhelped change Denver to make it thecity it is today.”

Ellen Smith Harde ’62hen Ellen Smith Harde ’62 moved to Westford five years

after graduating from CA, the smalltown had apple orchards and a well-known ice-cream stand but didn’thave a community center or a recy-cling program. So Ellen got to work.She ran for office and became thefirst selectwoman in Westford’s his-tory. She created the town’s firstrecycling program and became chairof the Westford Recycling Commis-sion. She helped with the restorationof the town common. In 1993, shewas elected town moderator and hasremained in that position unop-posed ever since. In 1973, Ellen alsospearheaded the effort to convert an

old school building into the town’scommunity center.  “I can’t quitedecide if Concord Academy gave methe values and skills to do what Ihave done in Westford, or if thosevalues and skills were nascent in meand it took Concord Academy tobring them out,” said Ellen, who hasalso written three books about West-ford’s history, making her the unoffi-cial town historian, as well.

Ellen said she took some of herinspiration from Elizabeth B. Hall,who moved the Chapel buildingfrom New Hampshire to the Con-cord Academy campus in 1956. “Shewanted some pews, but she decidedto move the whole building instead.She didn’t have permission to do anyof it; she just did it,” said Ellen.  

The same can be said of EllenSmith Harde as well—she just did it,and did it well.

—Joan Shaw Herman Distinguished Service Award—

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Reunion SnapshotHolly Loring ’72

Walking around campus on a sunshine-filled Saturday, it would have been hard not to noticeHolly Loring ’72 walking around, too. Loring was toting an old, worn guitar case. It turns outLoring bought the Suzuki guitar from when she was a sophomore at CA.

She returned a “too small” ski jacket, a gift from a relative, to the now-defunct JordanMarsh and used the proceeds from the return to buy her first guitar. “I’ve had it ever since,”said Loring. Music has always been an important part of Loring’s life. “I was fortunate in thatsinging came naturally to me. My mother had a good voice and also loved to sing, and ourwhole family would sing songs in the car when we traveled,” said Loring. “Initially, as anindividual singer, I was inspired by the folk singing of Peter, Paul and Mary and of Joan Baez.”

After teaching herself to play the guitar, Loring set the words of First Corinthians13:1�8—those carved on the front wall panels of the Elizabeth B. Hall Chapel—to music. Loringplayed the song during a vespers service, and that performance helped her overcome a lifelongstage fright.

“I’m quite sentimental, and this guitar started me on a music career,” said Loring.The case was bound with tape and covered in stickers, evidence of a lifetime of travels near

and far.

Class of 1947

Class of 1967

Class of 1982

Class of 1997

Class of 1952

Class of 1972

Class of 1987

Class of 2002

Class of 1957

Class of 1977

Class of 1992

Class of 2007

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Class of 1962

Reunion Class PhotosPlease visit bit.ly/careunion2012for more photos from Reunion 2012!

n a glorious late summer afternoon, theMoriarty Athletic Campus officially opened forbusiness. At precisely 2:45 p.m., dozens ofConcord Academy athletes streamed off busesand onto the fields ready to play their matches.

During a brief opening ceremony, Head of SchoolRick Hardy addressed the crowd, “Welcome to opening day. It was five years in themaking but I think you will all agree that it was well worth the wait.”

Judging by the crowd’s enthusiasm, everyone agreed that it was.Co-heads of the Athletic Advisory Council David Lander ’13 and Eliza Thomas ’14

shared their thoughts with the assembled group. Eliza spoke for many CA athleteswhen she said, “I have always wondered what it would be like to play on these fieldswith these teammates. That is going to be one of the best feelings for me.”

As the students, faculty, staff, and parents gatheredaround a large bell in front of the field house, AthleticDirector Jenny Brennan explained its significance. “Everytime a CA team wins on these fields, a player will bedesignated to ring the victory bell . . . I’m sure we will behearing that sound a lot around here,” said Brennan.

The assembled team captains then moved closer,pulled the rope, and the bell rang out for the first time.

The Moriarty Athletic Campus was covered in a sea of CA-green all afternoon,from the emerald green of the grass fields; to the green T-shirts with Moriarty AthleticCampus Opening Day emblazoned on the back; to thesmiling students sporting green face paint. Music by theCA Drum Corps and the Halsey Hutchinson Trio energizedthe upbeat crowd, many of whom danced along to the beat.

During her speech, Eliza Thomas ’14 said the CAathletes wanted to “make these fields proud.”And on theopening day the teams did just that.

Charlotte Weiner ’13 scored the first goal on the property. The girls varsity soccerteam ended its match in a tie while the boys varsity soccer team won its game 7–0.

It was a terrific end to a perfect day.

O

LET THEGAMESBEGIN

Photos by Tim Morse

For more Opening Day photos visit concordacademy.org

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CA Dedicates Moriarty Athletic Campus

n Friday, November 2, more than fivehundred members of the CA family gath-ered under a white tent for the formal

dedication of the Moriarty Athletic Campus.In his address to the assembled gathering,

Head of School Rick Hardy offered up somethingof a history lesson. “The ground we are standingon actually has a CA connection that goes backhundreds of years. Ancestors of Emily Wheeler, amember of the Class of 1970, farmed this landbeginning in the mid-seventeenth century.”

Now, in the twenty-first century, the formerfarmland is the site of a new and spectacular athletic facility, with tennis courts, playing fields,a baseball diamond, and a field house—all of

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Left: Inside the new field house

From top: A group of new CA students enjoying theday’s events; Nancy Parssinen Vespoli ‘73

which will provide a vital and necessary boost toCA’s thriving athletics program.

Rick Hardy credited Board of Trustees Presi-dent John Moriarty P’02, ’05, ’07 as the manwith the leadership, vision, and financial supportneeded to drive the project forward from the ini-tial purchase of the land in 2007 to the final com-pletion of construction and landscaping this pastAugust.

Along the way, a small army of talented people also helped bring the project to fruition,including CFO Judi Seldin P’15, the entire Concord Academy advancement staff, and theboard of trustees, in particular Tony Brooke P’07 ’09 ’13 and former trustee Ann Gund P’08,both of whom, said Hardy, provided “critical wisdom and leadership along the way.”

When Rick Hardy recognized the hard workand dedication of CA’s Director of OperationsDon Kingman, who shepherded the construction

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The Moriarty Family

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MORIARTY ATHLETIC CAMPUS

BY THE NUMBERS

2,400 gallons of paint

25,520 plugs of switch grass

16,210 feet of drainage pipe

495 trees and shrubs

280,000 square feet of sod

214,897 square feet of grass seed

1 victory bell

of the project from start to finish, the audienceerupted with sustained applause.

After a series of heartfelt acknowledgmentsby Hardy, Nancy Parssinen Vespoli ’73 addressedthe crowd.

As a CA student, Vespoli played field hockey,basketball, and softball. She later took up rowing as a student at Dartmouth College andearned a spot on the 1980 U.S. Women’sOlympic Rowing Team.

Vespoli talked about the importance of athletic endeavor in her own life.

“It was natural when I arrived at CA to con-tinue playing sports. It was just what I did. Beingoutdoors watching the leaves turn in the fall andthe grass turn green in the spring, building skills,focusing during intense competition, and gettingcloser to teammates through working together,that is what sports meant to me,” said Vespoli.

After graduating from CA, Vespoli devotedherself to the sport of rowing, first as a partici-pant and then, with her husband, manufacturingcompetitive crew shells. She called her love ofathletics an important, guiding force in her life,one that was first developed at CA.

Vespoli also had some specific words of encouragement for the CA athletes in the audience.

“I expect great things from CA teams luckyenough to practice and play here . . . Congratula-tions and best of luck! You never know whereConcord Academy fields will take you,” saidVespoli.

Current CA athlete and cohead of the AthleticAdvisory Council David Lander ’13 told the audi-ence what it had been like to play on the newfields this fall. “With the fields right next to eachother,” said David, “our teams have a sense ofcamaraderie; the school is competing together.”

It was perhaps no accident, then, that CAwon the Chandler Bowl for the first time intwenty-one years earlier this fall, playing on thesenew fields.

In his final tribute to the Moriarty family,David referenced John Moriarty’s experienceconstructing buildings. “This building may not bethe largest or most complex, but it is, perhaps,the most special,” said David, “because it wasnot just about creating a building; it was a placefor building—building character and teamworkand spirit. Mr. and Mrs. Moriarty, you gave us anenormous gift . . . you gave us a place to feel

unity and pride. Now, from all of us at CA, wewant to give you our thanks.”

Finally, Board of Trustees Treasurer JeffEberle P’99 ’04 looked to the future, calling theplaying fields a “dream come true” and a “cata-lyst to reimagine how we will use the MainStreet campus.”

In the end, of course, this day was about saying thank you to the Moriarty family. John, his wife, Carol, and their three children, Kate ‘02,Claire ‘05, and John Jr. ‘07, all CA graduates,were presented with a special commemorativevictory bell as a gift. The family gathered aroundand rang the bell as the CA community gavethem a standing ovation.

As the speeches wrapped up, people headedfor tables loaded with tiny chocolate cupcakessporting “90” written in green icing, freshapples, and apple cider. On the farmer’s porch,students devoured apple cider donuts andcaramel apples, courtesy of the CA Alumnae/iAssociation. And inside, a few faculty, students,and guests huddled around the fireplace, seekingwarmth and sharing stories and laughter.

And then in a fitting end to a triumphant day, dozens of CA athletes took to the fields toprepare for their upcoming matches. Later thatafternoon CA emerged triumphant—the girls andboys soccer teams won their games, and thehard-fought field hockey match ended in a tie.

Photos from our #90yearsatCA Instagram challenge.

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riday, November 2, dawned clear and crisp. The fall air contained thefirst hint of winter and something else—a dash of excitement. After months ofplanning, CA’s 90th anniversary celebration had finally arrived. Guests beganto stream in hours early, eager to take part in this happy and historic occasion.

The gymnasium quickly filled as more than 900 members of the CA

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family took their seats. Head of School Rick Hardy began hisaddress by reminding the audience of Concord Academy’sremarkable journey. “Ninety years ago, in September 1922,Concord Academy’s founders set out to establish a girls’school—not a finishing school, but one where academic effortand scholarship were the focus,” said Hardy.

One had to look no further than the front row, and thekeynote speaker, to see just how successful the founders wereat their mission. The president of Harvard University, DrewGilpin Faust ’64, sat there with her husband, Charles Rosen-berg, and many former classmates and friends.

The honor of introducing Faust went to Teacher EmeritaSylvia Mendenhall, her former advisor and teacher.

Mendenhall recalled a faculty meeting in 1960 thatincluded a discussion about anew freshman boarder from Virginia—a twelve-year-oldgirl known as Drewdie whohad just arrived at CA’s cam-pus. She was confident,independent, and eager to trynew activities. Mendenhallsaid Faust launched herselfinto life at CA with enthusi-asm and distinguished herselfas a remarkable student.

Now, fifty-two yearslater, Faust was back on campus as the keynote speaker for CA’s90th anniversary celebration.

Faust took the stage to sustained applause. She began herspeech by reminding the audience she had been connected toConcord Academy as a student and alum for more than half itsexistence.

“I believe that the present is a product of the past. Just aschildhoods shape who we are as adults, so origins shape insti-tutions and what they become,” said Faust. “And so as Ianticipated my remarks here today, to celebrate this place thatso profoundly influenced me, I asked myself, what in ConcordAcademy’s past has made it distinctive? What about its historymakes it the Concord Academy of today?”

The answer to that question, according to Faust, could befound in the person of Elizabeth B. Hall, CA’s headmistressfrom 1949 to 1963. Hall had a profound effect on Faust duringher years at CA, and on Concord Academy as an institution.

“And so as I anticipated my remarks here today, to

celebrate this place that so profoundly influenced me,

I asked myself, what in Concord Academy’s past

has made it distinctive? What about its history

makes it the Concord Academy of today?”

Schlesin

ger Lib

rary, Radcliffe In

stitute, H

arvard University.

Schlesinger Library, Radcliffe Institute, Harvard University.

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“During the 14 years of her leadership, the campus was trans-formed from a local institution of nine grades and 130 studentsinto a nationally recognized, four-year college preparatoryhigh school of 220 students with a growing and more diversefaculty,” said Faust. “As the New York Times noted in her obituary, she turned ‘a genteel finishing school’ into ‘one of themost dynamic girls’ preparatory schools in the East.’”

Faust remembered Hall in a pearl necklace “sweepingacross campus trailing a string of miscellaneous dogs, exhort-ing us to think for ourselves, whistling through her teeth inassembly to call us all to order.”

Hall’s children donated her papers to the SchlesingerLibrary at the Radcliffe Institute for Advanced Study at Harvard, a gift that allowed Faust to “supplement her memorywith history.”

She recalled that Hall would talk to the students about“the Big Questions—democracy, freedom, war, love.” Faustthen read a simple handwritten note found in Mrs. Hall’spapers.  “Dear Mrs. Hall, Could you please talk about revolu-tions on Friday.  On Wednesday could you talk about life.Thank you.”

Faust said it was those talks about revolutions and life thathad stayed with her throughout her own life. “These things

“Education is meant to change the world; it is not

about what college you get into or what honors you may

achieve. It is about truth, justice, mercy, service, love.”

“Mrs. Hall took me aside in the coat room

one evening before dinner and told me

I might make something of myself,

but that I had better get my act together.”

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stuck with us—questions, ideas, ways of thinking. She createda space we could see into and enter for a moment, to glimpse abetter way to meet the world,” said Faust. “She seemedsuperbly competent, engaged not just with the actualities oflife but with the mysteries of the cosmos—like Socrates andGeneral Pattonrolled into one.What a rolemodel—magnifi-cent andmagnified.”

As a studentat the time, Faustsaid, she bothfeared andadmired Mrs. Hall, but, above all, she hoped to be noticed byher. Mrs. Hall did, in fact, notice the independent studentfrom Virginia one day.  But not the way Faust had hoped.

“Mrs. Hall took me aside in the coatroom one eveningbefore dinner and told me I might make something of myself,but that I had better get my act together. Though those werecertainly not her precise words, it was definitely her meaning. I must have done something that did not entirely please her. I don’t remember what. She didn’t chastise me for what I haddone—but rather for what I had not yet done and what shethought I might do,” said Faust. “I have never forgotten herwords to me. The impact of that moment on my life was enor-mous, not even so much because of what she said but becauseshe noticed me.”

Faust also remarked that at the time there was only onereal school rule: “Do the right thing.”

She said the values and sense of purpose she learned atConcord Academy hold true for the students of today: “when-ever current students describe their experience of the schooland its values . . . in the weekly chapels of senior students, inyour dance and music and art-making, in your academic explo-ration, in the athletic contests that inspire and unite you.”

Faust then urged Concord Academy’s current students,faculty, staff, and administration to remain true to their “com-mitment to education’s largest purpose.” And never forget to“keep talking about revolution on Fridays, and on Wednesdaysbe sure to talk about life.”

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Debra Alvarez P’10, ’14Chelmsford, Massachusetts

Debra Alvarez ispresident of CA Parents. She is an advocate foreducation andcommunity devel-opment. Debrabrings her volun-teer experience to the Board, having founded the Chelmsford Moth-ers’ Club (CMC) to provide new mothers and caregivers with educationin parenting and child developmentwithin a warm supportive network. Todate, CMC has benefited thousands ofyoung families. In CA Parents, Debrahas held the office of vice-president ofcampus services, vice-president of specialevents, chair of the Benefit for FinancialAid, and member of committees for theParent Annual Fund, Senior Parent GiftsProgram, and Parent-to-Parent OutreachProgram.  She volunteers her time per-forming dental sealant procedures onchildren of low-income families andgrowing vegetables at the communitygarden, and is a member of the executiveboard of the Parents IndependentSchool Network.

Debra resides in Chelmsford, Massachusetts with her husband Juan,and her two sons, Christopher ’10 andNicholas ’14.

Joanne R. Casper P’11Weston, MA

Joanne Casperhas held numer-ous volunteerpositions atCA, includingserving as a vol-unteer tourguide for CA’sAdmissionsOffice for fouryears. Joanne was also an active volun-teer for the 2011 Senior Parent Gift, and

is supportive about the need for financialaid and access to institutions. In 2011and 2012, at CA’s Benefit for FinancialAid, Joanne spoke passionately aboutthe importance of financial aid. She hasserved on the board at other non-profitinstitutions, including MeadowbrookSchool and Weston Affordable HousingFoundation.

Joanne has an undergraduate degreefrom Princeton University and an MBA from the University of ColoradoBoulder. Her youngest child is a 2011 CA graduate; her mother-in-law isNancy Billings Bursaw ’49.

She lives in Weston, Massachusettswith her husband Wendell B. Colson.

Jill Conway Mehl ’85New York, NY

A member of theClass of 1985, JillConway Mehl hasremained active as a volunteer for CA. Jill is aformer fourth-grade teacher atthe RodephSholom School inNew York, New York. She received herundergraduate degree from Boston University and her Master of Educationdegree from Lesley University. As aneducator, Jill brings her understandingof and enthusiasm for education to her role as a member of CA’s board, aswell as her desire to support the school’s faculty.

Jill is married to entrepreneur Marc E. Mehl.  The couple live in NewYork City with their children, Sarah and Adam.

Derrick Yat Bond Pang ’93Hong Kong, People’s Republic of China

Derrick Yat Bond Pang brings an inter-national perspective and extensive

experience in con-struction and engi-neering to theBoard of Trustees.He graduated fromthe University of California,Berkeley, with a BS in civil andenvironmentalengineering and obtained a Master ofEngineering degree in civil and environmental engineering from Massa-chusetts Institute of Technology. Derrickhas geotechnical design experience in the United States and construction experience in Hong Kong.

Derrick joined Chun Wo Develop-ment Holdings in 2001 and has beenDeputy Chairman of Chun Wo Devel-opment since April 2009.

He lives in Hong Kong with hiswife, Etta, and son, Darius.  Derrick’ssister, Angela, graduated from CA in 1995.

Kevin Parke P’12, ’15Concord, Massachusetts

Kevin Parkebrings extensiveexperience as avolunteer andboard member to the CA Boardof Trustees. Hehas been theannual fund chairfor ConcordAcademy for the past two years and alsoco-chaired the 2012 Senior Parent Gift.Kevin is chairman of the board at theFenn School. He is a past trustee of thePark Street School and Park Street Kids,Inc.. He is a board member of BostonTrinity Academy. He also served nineyears on the Investment Subcommitteeof Lehigh University. Currently, he is a member of the Capital StructureSubcommittee of Lehigh University.

Kevin has an undergraduate degreefrom Lehigh University and an MBAfrom Harvard University. He is the

New Trustees Join CA Board In April 2012, the Concord Academy Board of Trustees elected four new members to three-year terms and two ex-officio membersto two-year terms:

former President and CIO of MFSInvestment Management.

Kevin lives in Concord, Massachu-setts, with his wife, Leila, and four sons.Oliver Parke ’12 graduated from CA thispast June and Tyler Parke ’15 is a currentCA student. Leila Parke is a tour guidefor CA and cochairs the Harvest Appre-ciation Program for Faculty.

José Ivan Román ’98Watertown, MA

José Ivan Románis president of theConcord Acad-emy Alumnae/iAssociation. He isthe assistant direc-tor for admissionsat Boston CollegeLaw School. JoséIvan was previ-ously the assistant director of undergrad-uate admissions for Yale University. He brings to the board his expertise ineducation and his enthusiasm for volun-teer service. As a volunteer for ConcordAcademy, has served as cochair of Alum-nae/i Community & Equity since 2010.José Ivan has also participated in theAdmissions Diversity Dinner and MLKDay events on campus.

José Ivan is a graduate of Wesleyan University. He is currently workingtoward a graduate degree in higher education administration at Boston College. He lives in Watertown with his fiancée, Kate Knox.

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ALUMNAE IPROFILESB Y N A N C Y S H O H E T W E S T ’ 8 4

nancyshohetwest.com

T H I S I S S U E

• Catherine SmithClass of 1971

• Lasell Jaretzki BartlettClass of 1966

• Philippe von BorriesClass of 1997

Justin StefanoClass of 1998

• Kate HammondClass of 1988

Catherine SmithClass of 1971

The Job Creator

s a new college graduate, Catherine Smith ’71 was firmly committed to working in the nonprofit or public sectors. Today, that’s just what she does, both as commissioner of Connecticut’s

Department of Economic and Community Development and as vice-chairof the national board of directors with Outward Bound. It just took herabout thirty years to make her way along a circuitous but highly successfulroute through corporate America to return to those earlier goals.

After graduating from Hampshire College, Smith went to work ongrass roots organizing and lobbying on behalf of land protection, focusingprimarily on protecting acreage in Alaska.

“After four years of that work, I realized I had no concept of what the other side of the equation was,” she said. “What was our opponents’rationale for fighting against our ideal? I went to business school to gainsome perspective on what the private sector was thinking. I expected to goright back to the field of environmental efforts in the nonprofit sector onceI had completed the management program at Yale.”

But once she’d earned her master’s at Yale, she decided to augmenther understanding of the corporate side of land use by working in the realestate field. That led to a job at Aetna—and she stayed with the companyfor more than twenty-five years.

“Aetna was a fantastic employer,” she said. “As soon as the learningcurve in one role started flattening out, they’d offer me a new and interest-ing challenge in some other role. During my time there, I worked in thereal estate department, the chairman’s office for corporate planning, thehealth business, investor relations, and financial services.”

After Aetna was acquired by the Dutch company ING, Smith served in leadership positions including chief operating officer for INGU.S. Financial Services; president of Health, Education and Government Distribution; and CEO of the U.S. insurance businesses and the U.S. Retirement Services, one of the largest defined contribution planmanagers in the country.

Her work was so fulfilling that it was years before she reconsideredher earlier commitment to the public sector. But opportunity knockedwhen newly elected Connecticut Governor Daniel Malloy hired as his chiefof staff a favorite former colleague of Smith’s, Tim Bannon. “I reasonedthat a governor who would pick such a good person for chief of staff mustbe pretty smart,” Smith recalled. “So I called Tim and asked whether Icould talk to him about possible opportunities with the administration.”

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Photo courtesy of The Stamford Advocate and Matt Vinci

“We’ve already created

22,000 new jobs and balanced

our state budget.”

In April 2011, Smith officially took on therole of commissioner of Connecticut’s Depart-ment of Economic and Community Develop-ment, the lead state agency responsible forattracting and retaining businesses and jobs, revi-talizing neighborhoods and communities,expanding affordable housing opportunities, andfostering appropriate development in Connecti-cut’s towns and cities.

“My mission is to create more jobs and helpget the economy back on its feet,” Smith said.“I’m surrounded by high-energy people who listen to my ideas. We’ve been able to make a lot of difference and effect a lot of change. Whencontemplating taking this job, I worried that myefforts would be stymied by bureaucratic situa-tions and red tape, but that hasn’t been the caseat all. We’ve already created 22,000 new jobs andbalanced our state budget. Especially givenwhat’s happening at the national level, where

things are truly at a stalemate, it’s exciting to bepart of a state government where positive changeis occurring.”

Smith also serves as vice-chair of the national board of directors for Outward Bound, an organization that encompasses both her environmental interests and her belief in team-building.

“I’ve never felt that I was personally dis-criminated against because I was a woman,”Smith reflected. “But there’s no doubt there are not enough women in senior roles of organi-zations and on boards of companies. I try to give the edge when possible to women and people of color. A lot of us women who have had these opportunities in senior managementneed to make that extra effort. There are veryenlightened men and enlightened corporations in the business world, but there is absolutely still work to be done.”

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Lasell Jaretzki Bartlett Class of 1966

hen she was recovering from breast cancer sixteen years ago, Lasell Jaretzki Bartlett ’66 discovered something she had known intuitively ever since childhood: being around horses

is therapeutically beneficial.At the time, interest in the idea of incorporating horsemanship into

physical rehabilitation regimens was growing in the field of physical therapy. But as a licensed clinical social worker, Bartlett was as interestedin the mental and emotional benefits to be gained from the presence ofanimals as the physical benefits.

For years, she mulled it over. Sustaining the energy and motivationrequired to be a successful social worker is challenging enough;developing a program that included horsemanship would be a lot ofwork, as she was well aware. But more than a decade later, Bartlett isfinally seeing this long-held dream come to fruition, combining hermental health and therapeutic riding professions at High Horses inNorwich, Vermont, a professional organization dedicated to improvingthe well-being of people with a wide variety of special needs.

“Working with riders at High Horses has been an ideal way tocombine my interest in horses with my passion for helping people whohave mental health issues,” she said. “Therapeutic riding can be effectivefor any disabilities or challenges at all.”

Bartlett, who started riding when she was seven years old, workedtogether with the executive director of High Horses to develop a mentalhealth program. Recently she has been particularly successful incollaboration with a local agency geared toward female victims of sexualand domestic violence.

“It’s a collaborative support group,” Bartlett explained. “Each week,we start by having all the participants check in, just talk about themselvesand how the week has gone for them. Then we spend time with thehorses. We ask the women to observe and discuss horse behavior, andthen they make their own choices about how much contact they want.They are welcome to approach the animals, touch them, groom them,lead them around the riding ring, or actually ride them. The emphasis ison choice; each person finds her own comfort level with the horses.”

For example, Bartlett said, some participants may find it therapeuticto walk around the ring with a horse but not actually to ride it. “We have well-trained horses with calm temperaments and volunteers speciallytrained to lead horses or walk alongside them, helping support the group

members. Then the women say goodbye to the horses and gather togetherto talk about what they learned and experienced during the session.”

To Bartlett, the connection between mental health and contact withhorses comes naturally. “In my early teen years, having a horse meant having a mental health partner in my life. Now, as a licensed mental healthprofessional, I understand that in order to be mentally healthy, there’s aneed for strength and balance and confidence and competence: physically,emotionally, and intellectually. If a person can gain confidence andstrength and balance while riding a horse, it will automatically transfer toother areas of their lives.”

Moreover, said Bartlett, the benefits her clients experience extendbeyond the sessions at the farm. “On the one hand, they can come have agreat time for an hour and feel like it’s a successful approach, but if they’renot also doing something to bring that feeling of success to the rest oftheir lives, I feel like I’ve failed.”

The bottom line, said Bartlett, is that feeling comfortable aroundhorses can translate into feeling comfortable in other aspects of life.“Horses are scary for a lot of people,” she said. “That’s a good thing; weshould be a little scared of horses. They’re quick and big and heavy. Butmanaging fear is one aspect of moving into functioning after beingtraumatized. There is a built-in kind of peace that can come with beingclose to horses. What we’re doing in this program is simply making somemeaning out of what we already know intuitively about these animals.”

The Ride of her Life

“There is a built-in kind of peace that can

come with being close to horses.”

Photo courtesy of Nicole Perry

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Philippe von Borries Class of 1997

Justin StefanoClass of 1998

CommunicatingFashion

ike countless entrepreneurial ideas beforeit, the concept began with two friends at a bar, talking out their vision and scrib-

bling on a cocktail napkin.Today, the result of that discussion is

Refinery29, which co-founders Philippe von Borries ’97 and Justin Stefano ’98 describe on thecompany’s website as “the cornerstone of fash-ion, beauty, and shopping for a new generation. . . Refinery29 offers the only 360-degree sourcefor shopping, exclusive deals, trends, beautynews, local hot-spots, and at-home sneak-peeks of fashion’s finest.”

Both men concede that fashion is certainlynot something either of them was known forback in their CA years, when Stefano’s greatestinterests were literature, humanities, and the arts and von Borries set his sights on a future ininternational affairs.

They’d been friends since von Borries was a junior and Stefano a sophomore, though theidea that they would someday be business part-ners wasn’t on the radar of either one. Landing inNew York City in their early post-college years,the two circulated in the same large group of CA alumnae/i. Stefano worked for the city inves-tigating allegations against the NYPD and pre-pared to apply to law school; von Borries wrotefor an international affairs publication called theGlobalist. But plans changed in 2005 when theirinterests converged on the emerging world ofonline media and what they identified as a gapthat they believed they could fill.

“At that time, the only significant resourcein terms of online local discovery was Citysearch,”said Stefano. “And in our opinion, Citysearch wasnot a great resource because it was not well-curated. We wanted to create a site that would

promote a sensibility that really didn’t exist online at that time: curating information on stores,products, restaurants, and bars that were trulyunique and being run by really creative types of people.”

Despite the plan to cover food, shopping,the arts and more, the two quickly realized thatthe fashion world was where their most substan-tial readership—and advertising revenue—lay.Indeed, the number of readers on their site multiplied rapidly—from 200 site visitors on theday they launched in late 2005 to around 250,000on a typical day.

“It just worked out for us that New Yorkinfluencers in the world of fashion becameobsessed with using Refinery29 to find the latestand greatest trends,” said von Borries. “Whatmade us succeed was that we launched to theright one thousand eyes. We had the people weneeded on our site, and they were checking itevery day and becoming hooked.” Today, accord-ing to the men, their site attracts more viewersthan any of the major style magazines.

And yet they maintain that the core of theirconcept isn’t really style but media. “It’s aboutthe way people are communicating, the wayinformation is being scaled and shared, the wayjournalism has changed,” said Stefano.

He refers to traditional print magazines asvertical in structure: writers create content,

editors curate it, and then readers consume it, ina one-way line. Refinery29.com, on the otherhand, is interactive, a perpetually ongoing con-versation with many voices adding their insightsand opinions. Moreover, rather than viewing adress, putting down the magazine, and going outto buy it, a reader can simply purchase it bytouching the image.

Von Borries points out that even if fashionwasn’t a big part of their earlier years, the emphasis on creativity and art certainly has itsgenesis in their CA experience. “Like at CA, our original mission with Refinery29 was toemphasize and celebrate individuality,” said vonBorries. “We celebrate the artisanal quality of the things we promote.”

Though the upper East Side and the run-ways of Paris may be a long way from ConcordCenter, von Borries sees additional parallelsbetween the priorities of CA and what the twomen do now. “I grew up in Germany,” he said.“There wasn’t anything like the general assemblymodel of a CA chapel talk. We’ve grown and run this company as a shared culture and with ashared spirit, similar to what we found at CA.People get together on our site to share theirown stories and their successes.”

You can see more of von Borries and Stefano's work atRefinery29.com

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Protecting America’s Heritage

Kate HammondClass of 1988

ate Hammond’s exposure to the National Park Service (NPS)dates back to her childhood. Both at her Lincoln home and atConcord Academy, she was a stone’s throw from the historical

landmarks of Minute Man National Historical Park. School vacationsthroughout her childhood were marked by family trips to national parks,from the Everglades to Olympic. And in college she spent summer breaksworking at parks, covering the geographical spectrum from DenaliNational Park in Alaska one year to Walden Pond another, where sheworked side-by-side with fellow park interpreter Bill Bailey, CA historyteacher emeritus.

Since March, Hammond has served as superintendent of ValleyForge National Historical Park in Pennsylvania. It is her secondsuperintendent assignment; previously she held the same title at LittleBighorn in Montana.

“After college, I served in the Peace Corps and was stationed inArgentina working for their park service,” Hammond said. “I knew eventhen that I wanted a career in natural resource conservation and publicland management.”

Following stints at Bandelier National Monument in New Mexicoand Amistad National Recreation Area on the Texas-Mexico border,Hammond moved to Denver to work as an NPS planner. “I traveled allover the country helping parks work on their management plans or ontheir interpretive plans. One week I might be at Gates of the Arctic inAlaska working with the native communities on how to tell their stories;the next week I’d be in the Everglades in Florida.”

Hammond furthered her comprehension of public landmanagement by earning a graduate degree at the Yale School of Forestry.After several years managing major construction projects at parks, she wasselected for a two-year fellowship on Capitol Hill working for the Houseof Representatives on the Natural Resources Committee, which overseesnational parks, national forests, and public lands.

And then it was back out to the field—to Montana, specifically,where she oversaw the battlefield that was the site of Custer’s Last Stand.“Being a superintendent of a national park is a wonderful job because ofthe variety,” she said. “We have facilities to run, staff to manage, a budgetto oversee, and also the question of how to educate the public on why thisparticular site is so important, whether it’s primarily for historical orenvironmental reasons.”

At Little Bighorn, Hammond had to manage two groups with verydifferent views of historical events. “The Little Bighorn Battlefield sits inthe middle of the Crow Indian Reservation. A lot of the focus there wason engaging the seventeen different Native American tribes who were allinvolved in the battle with General Custer,” said Hammond, “and thenthere were the ‘Custer buffs’ who had a vested interest in how wepresented the story. The challenge is making sure you provide a balancedaccount that addresses as many perspectives as possible.”

With two young children, Hammond and her husband wished tomove closer to their families—Hammond’s parents are still in Lincoln andher husband’s parents live in New York State—which is how she ended upat Valley Forge. “This is a nationally significant site because it was thesetting for George Washington’s encampment during the RevolutionaryWar,” she said, “but its primary use these days is recreational. A park likeDenali or Yellowstone is a once in a lifetime destination; this is a park thatpeople use for running and biking and walking their dog. How do wecombine an enjoyable recreational experience with an appreciation for thesite’s historical significance?”

One of the challenges facing the National Park Service today, saidHammond, is relevancy. “We need to continue to tell the stories of theseamazing places in ways that today’s audiences find engaging. That meansdrawing upon our traditional methods such as visitor center exhibits andranger talks, but also incorporating new media and social media,” she said.“America’s demographics are changing—as they have for centuries—and if national parks want to be relevant in the future, our visitors and ourstaff need to reflect that change. When most people think of nationalparks, they picture the huge expanses of land out West: Denali, Yosemite,Yellowstone. They forget that historic sites such as Martin Luther King’sbirthplace, Alcatraz, and the White House are also national parks that arecritical to this nation’s identity.”

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in•no•vate:to do something in a new way

Meet some Concord Academy alumnae/i who, in their own way, exemplify what it means to be a contemporary American innovator.

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en Sloss ’87 started creating simplecomputer programs when he wasjust seven years old.“It was fairly clear from an early

age that I would work with comput-ers when I got older. I love that withcomputers you have these immensely diffi-cult and interesting problems, and I havealways wanted to solve them,” says Sloss.

A native New Englander, Sloss joinedCA with the Class of 1987, but he endedup graduating a year early because he hadtaken all available math and sciencecourses offered at the time—and acedthem.

“At CA I could push myself really hardacademically and intellectually and measureup to what I was trying to accomplish,”says Sloss.

At the time, a typical CA workloadinvolved taking five major courses. Sloss,however, was anything but typical, in thathe signed up for six majors and six minors.“I was able to do it, and no one put anadministrative barrier in my way. It was anenvironment where I was able to push my own limits and got reinforcement fordoing so. I have always appreciated that,”says Sloss.

He went on to major in computer science at Stanford University. While an

undergraduate, Sloss took a part-time pro-gramming job with computer giantOracle—he was all of seventeen years old.

Oracle seemed like a natural landingspot after graduation, too. Sloss jumpedinto a series of programming jobs and thenstarted managing teams of programmers.“It became interesting to me to organize

groups of programmers and not just crunchall the data myself,” says Sloss.

In 2003, at the urging of his friends, heinterviewed at the search engine behemothGoogle. It turned out to be a perfect fit.

These days, Sloss is an executive atGoogle where he runs all the company’sservices, builds and runs its networks anddata centers, and is responsible for all itsserver computers. In other words, saysSloss half-jokingly, “If Google ever stopsworking, it’s my fault.”

Of course, it’s more complicated thanthat.

It’s Sloss’ job to make sure that allthose servers and all that technology runsmoothly. “Our job is to build systems in the first place that tolerate a degree of failure. It’s also to make sure that whenthings break—and they do—our usersnever notice.”

And they rarely do. According to theGoogle Apps Status Dashboard, Gmail isfully operational for its users more than99.9 percent of the time.

Working for a cutting-edge tech com-pany like Google, Sloss has spent a lot oftime over the past few years thinking about the intersection of technology andinnovation.

“When we talk about technology, weare usually talking about things that havebeen invented or created in the past five tothirty years that will solve problems ordeliver services,” says Sloss. “Whereasinnovation is the process of creating newtools that did not previously exist.”

Tools like Google’s self-driving car (see p. 46) or Google’s Goggles—a pair ofInternet-connected glasses.

“Clearly we at Google are using tech-nology—the Internet, computers—todeliver our services. But we are also innovating in the technologies that we useto deliver something that is new and state-of-the-art,” says Sloss. “The discovery ofthings that were previously impossible,such as wearing a pair of glasses that willshow you your text messages, is reallyexciting and really fun.”

He also hastens to point out that hiswork and those of others at Google is notjust exciting and fun but, in his opinion,something much more.

“The service we are providing hasimmense value to our users,” says Sloss.“We have assembled hundreds of billionsof documents and organized them in such a way that anyone can ask a question andget an answer in a quarter of a second . . .We are doing technology work in a way thathas never been done before in human history. There are exciting opportunities tolearn and try new things.”

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Google’s Mr. Fix-ItBen Sloss ’87

If Google ever stops working, it’s my fault.”“

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n Roman mythology Minerva is the goddess of wisdom. Silicon Valley entre-preneur Jonathan Katzman ’91 hopes hislatest venture — the Minerva Project —lives up to its namesake.Katzman has launched or been a part of

several successful start-ups over the pastfifteen years. In 1995, he started his careerat Vermeer Technologies. After Microsoftacquired the company, Katzman stayed onfour years. The executive who purchasedVermeer recruited him to become entrepre-neur-in-residence at a venture capital firm.He left there to join Tellme Networks. He

followed that up by founding Xoopit — anemail-focused sharing platform that allowsusers easily to organize their personal files,photos, and videos. When Yahoo! acquiredXoopit, Katzman ended up staying with theonline news site for three years.

During that time, Katzman began tothink about technology and its role in soci-ety. “I became interested in the possiblelink between technology and the field mostimportant to the world — education,” says

Katzman. “Education is clearly and unam-biguously good for the world, and I wantedto bring technology into that space.”

So, Katzman decided the time was rightto try something new — something thatmight have lasting impact. He joined theMinerva Project as its chief product officer.Katzman explains the company this way:“We are going to be a top-tier, degree-granting, four-year university.”

Students will be able to enroll incourses and take them online in real time.The company just received $25 million inseed money.

There are other institutions currentlyposting lectures online — including Harvardand MIT, to name just two — but onlyenrolled students in these highly regardedbrick-and-mortar institutions are granteddegrees. In addition, the lectures are one-way videos; interested students are able towatch, but they can’t ask questions or inter-act with the professor.

Katzman’s Minerva Project will take adifferent approach.

“We want to combine the best ofonline courses but still allow students toget instruction in an intimate way. We wantto re-create smaller classes and seminarsthrough, for example, Apple Facetime,”says Katzman. So, students would be ableto see each other and chat with a teacheror other students via Webcams.

Katzman acknowledges that in somecases, students will have to take labcourses with “external partners.”

According to Katzman, the MinervaProject will set a high bar for admission.“Our goal is to take the best students. We care only about academic merit; wedon’t care about fielding a football team,”adds Katzman.

In part, it was the demand for admis-sions to some of the best colleges thatsparked this idea. “The demand for thatlevel of education is skyrocketing, but the supply isn’t there, because there justaren’t enough spaces, even for qualifiedapplicants, to satisfy the demand,” saysKatzman.

At Harvard University, according to Katzman, 80 percent of the applicants arefully qualified, but the admit rate is in theneighborhood of 6 percent.

By untethering education from a physi-cal space, the Minerva Project can take asmany students as it wants. And studentsaren’t forced to spend all four years on onecampus. “You might spend a freshman yearin New York City, and then your sophomoreyear in Singapore,” explains Katzman.

As for faculty, the Minerva Projectwill establish the Minerva Prize to recognizethe most impactful teachers in higher edu-cation and have them curate a seminar on atopic of their choosing. They will hire recentdoctoral students and other qualified facultyto lead those seminars.

That brick-and-mortar universities willlikely dominate the market for the foresee-able future doesn’t trouble Katzman. Heprefers to think of other universities as“partners” rather than competitors.

Importantly, the price tag for tuition if all goes according to plan is currentlypegged at “less than half [that] of privatehigher education institutions.”

His recent immersion into the world ofeducation has Katzman thinking about hisown experiences in the classroom, first atCA and then at Harvard.

He remembers taking computer sci-ence with Bill Adams which at the timewas only offered in alternate years. “Threeof us had to lobby CA to keep the classgoing every year,” says Katzman.

The most important skill he acquired,however, was “learning how to learn.”

It’s a skill he now hopes to pass alongto others.

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Education is clearly and unambiguously good for the world, and I wanted to bring technology to that space.”“

Rethinking EducationJonathan Katzman ’91

s a child, Courtney Clark ’99 lovedthe book The Little Red Lighthouseand the Great Gray Bridge. Thesweet story about a small lighthousein New York City that sits in the

shadow of a gray bridge is a children’s clas-sic. “I think my mother read that to me toomany times as a child,” jokes Clark, who

is now a project engineer at WeidlingerAssociates in New York. She specializes in,what else? The rehabilitation of old bridgesand the design of new ones.

Clark’s mother, Sharon Lloyd Clark, wasthe associate head of school and principalat Concord Academy in the mid-90s. “CAwas a very unique experience for me,”laughs Clark, who nonetheless remembersthe school as a “good fit.” In high school,Clark was interested in science and math.“Brian Racine’s physics class got mestarted in engineering. Bridge design reallyall comes down to a physics problem, youknow, the sum of the forces,” says Clark.In addition, it allows Clark to combine herlove of architecture with her strengths inmath and science.

She graduated from CA in 1999 andheaded to Princeton where, through anadviser, she became interested in structuralengineering as art. In 2003, while at Prince-ton, Clark realized just how integral com-puter programming is to bridge design.

While working on “The Art of StructuralDesign,” an exhibit at the Princeton Univer-sity Art Museum, Clark used Pro/Engineerto fabricate three-dimensional models oftwo famous bridge designs. She then pro-grammed an automated milling machine(CNC) using the codes from Pro/Engineerand the results were the creation of individ-ual milled bridge pieces that could be thenfashioned into a model.

After Princeton, where she graduatedsumma cum laude and received a BSE in Structural Engineering, Clark went to Cornell and graduated with a master’s in

structural engineering in 2004. She hasbeen with Weidlinger Associates for eight years.

“Bridges are very structurally honest.When I look at a bridge, I can tell how theyare standing up by just pointing out a fewmain elements,” says Clark.

One of the most innovative projectsClark has worked on is the Nanhe RiverLandscape Bridge in Xinjin, China. With itsunique double helix design, the bridge isbeautiful as well as functional. An architec-tural firm came up with the design and itwas Clark’s job to make sure the bridgewas structurally sound.

The bridge is formed by simple steelbox girders and held up by five twinnedsteel supports. The steel is curved to mimicthe waves of the river. “A lot of engineeringinvolves the use of technology and a lot of computer work,” says Clark. “I use computer-aided drafting programs (CAD) to draw, and structural analysis programs to input an enormous amount of data toanalyze and assess the loads and forces onthe structure.”

Right now a design like the NanheRiver Landscape Bridge is cutting edge asfar as pedestrian bridges go, but it couldmark the wave of the future. “I attended alecture recently about using parametricmodeling to generate bridges with thesesorts of unique forms with repetitive ele-ments,” says Clark.

Despite working on some state-of-the-art projects, Clark spends most of her days occupied with the rehabilitation andreplacement of old bridges in New YorkCity. In other words, she has come full circle back to the “great gray bridge” fromthat long-ago childhood book.

Clark’s past projects have included Verrazano-Narrows Bridge, the BQE, andthe Triboro Bridge. These days she is juggling several projects including thereplacement of the deck of Throgs NeckBridge in New York City.

As for the difference in working on old bridges versus creating new ones, Clark will only say, “They are very differentchallenges.”

But there is one thing both old and thenew bridges do have in common. “There isa reason for everything. Every curve, everysupport, it’s all there for a reason. I find thatincredible,” says Clark.

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Bridges are very structurally honest. When I look at a bridge, I can tellhow they are standing up by just pointing out a few main elements.”

Building BridgesCourtney Clark ’99

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The InventorHenry Thorne ’77

enry Thorne ’77 is the brains behinddevices as varied as a mobile robotthat delivers hospital supplies to anautomated folding infant stroller. He’sbeen called a “serial entrepreneur,”

but he prefers the term inventor. Thorne’scompany 4Moms is based in Pittsburgh,Pennsylvania.

In an email exchange, Thorne explainedhow he arrives at some of his ideas and theprocess by which the models he envisionsin his head ultimately make it to market.

CA Do you think it takes a particular way ofthinking to be an inventor?

HT Yes, I think you need to be pretty visual.I can build detailed 3D models in my head.It helps me throw out six million lousy

ideas before I get to the good one. If I actually had to commit them all to CAD(computer-aided design) and build them allto find out how bad they were, it wouldtake me forever, and I would never get tothe good ones. So, being able to visualizemy idea in advance is crucial.

CA Tell me how your career evolved?

HT I went to Carnegie-Mellon Universitybecause I loved building things and theyhad a great engineering program. I took myearly training at the Robotics Institutethere. I came back to Pittsburgh tostart Aethon—a mobile robot com-pany. One of my inventions, theTug, is a robot capable of auto-matically delivering supplies inhospitals. After that success, Ijoined forces with business-man Rob Daley. We formedthe brand 4Moms

together under hismarketing and busi-ness leadership.Rob figures outwhat we should

make and how to sell it,and I’m the guy who figuresout how to make it.

HCA How do you come up with your ideas?

HTWhen you really, really understand theproblem, really have your head wrappedaround it, the solution will come to you.That’s a lot harder than it sounds, becausetypically the problem you’re trying to solvehas a whole lot of constraints around it, soreally wrapping your head around all ofthem can be quite a challenge.

CA Do you consider yourself an inventor?

HT Absolutely. There is nothing more funfor me than dreaming up some new con-traption that’s going to change the world.

CA Your latest inventions all have one thing in common— they use technology toreinvent existing devices. Is the use oftechnology that much of a game-changerwith everyday devices?

HT The relentless march of technologyreaches into all aspects of our lives. Wefind manual windows and manual garagedoors to be clumsy now, whereas twentyyears ago powered windows were novel.Rob saw a mom down on the ground trying to latch up a folded stroller, and thelight just went off; power-folding is nowcheap enough to do that. We can save allthese moms that headache, and, now, Iguarantee the industry will start moving in that direction. The Origami launched in the U.S. earlier this year, and in the thirdquarter we’re launching it in six other coun-tries, including Spain, Russia, and China.Our latest product, the Breeze, is a one-touch play yard (portable crib). I have nodoubt that the entire play yard industry willchange as a result of that innovation. Theold-style just won’t be enough anymore.

CAWhat do you remember about being astudent at CA?

HT There was a wonderful feeling of com-munity and camaraderie among not onlythe students but teachers as well. I attrib-ute that to the intelligent leadership thatwas really committed to helping us grow upno matter how much of a challenge wewere posing in doing so.

Henry Thorne’s company 4Moms recentlyreceived $20 million in funding to developadditional products.

There is nothing more fun for me than dreaming up somenew contraption that’s going to change the world.”“

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n the second floor of the mainte-nance barn, up a back staircase, in aseries of unassuming offices, remark-able things are happening at ConcordAcademy. This is the home of Infor-

mation Technology Services, which, at CA,is much more than a “break-fix” shop.

Right now, CA’s I.T. Services isengaged in a project that could prove trans-formative for the school. “As we headedinto summer 2011, it was clear that wewere in a place where faculty appetite,administrative support, the school’s I.T.infrastructure, and the universe of availabletools were aligning to position the schoolfor a change in the way that teaching andlearning could leverage technology,” saysDirector of I.T. Services Bob Koskovich.

It was unlikely, however, that the iPad-in-every-hand plan adopted by many educa-tional institutions would work at CA.

“We knew that to effect change in away that is authentic to CA, we couldn’tdevelop a restrictive model,” saysKoskovich. “Instead we needed a focus onconsultation — working with each teacherto find the best tools and approach for the

particular needs of each classroom.”Instructional Solutions Architect Iván

Nieves set to the task of listening to facultyand learning about their aspirations and,even, some of their frustrations. One con-sistent theme kept cropping up. Can wemake the teaching process a two-waystreet? Is there a way to encourage stu-dents to become creators of content andmanagers of information?

As the year progressed, the I.T. Serv-ices team designed a solution that hasbecome known as the “Technology-Enabled Learning Environment” (TELE).The idea was to give teachers and studentsa wide range of tools that they could use inthe creation, collection, organization, andsharing of information.

A key requirement of this newapproach was to provide a tool for teachersand students to gather and organize infor-mation from many sources, both individu-ally and collaboratively. Nieves soon hit onthe answer: “Evernote kept coming up.”

According to its website, Evernote is aweb-based landing pad that makes it easyto capture, sort, and find things again.

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When you sign up for an Evernote account,that button can be installed on your com-puter, smartphone, and any other mobiledevice you want. With one click you canadd a website or a photo to a notebookthat acts like a large filing cabinet. You cansort or ‘tag’ these items to make themeasy to find. You can also share your filingcabinet with others or keep it to yourself.

Of course, as with any new technol-ogy, one has to learn how to use it andthen figure out how to incorporate it intoone’s learning system. “This is challengingwork,” says Nieves.

As many educators see it, the learningenvironment at CA and at every school ischanging. There is classroom time, whichmight be two to three hours a week, butthen there are those extra hours outside ofclass when learning doesn’t — andshouldn’t — stop.

Academic Dean and science teacherJohn Drew has already used Evernote inhis classroom. “We shared one hundredand twenty items in a notebook that wasavailable to everybody,” says Drew whoco-teaches the Boston Class with Historyteacher Kim Frederick.

The shared items included an originalland map of Boston superimposed over acurrent map, links to websites, and photo-graphs of field trips. Students could addtheir own material to a notebook right fromtheir smartphones.

“For the first time, kids would comeinto the classroom and say “I checked thatlink that you posted” . . . it allowed me tosuddenly see students interacting withteaching with fresh eyes,” says Drew.

And that was a revelation for Drew,who has seen his students’ relationshipwith information change in just a fewyears. “Twenty-five years ago my role was to pick out relevant information and‘take it to them’ and they would sit andtake notes. Students were in the positionof being passive receivers of data,” says Drew.

Now students have access to all thesame information their teachers do andoften much more. A simple Google searchon any topic can yield millions of hits. This flood of information can create a kindof “paralysis,” says Drew, who believesEvernote is a system that could offer stu-dents a way to better manage the flow ofinformation.

“It allows me to imagine this notion ofstudents as curator of the information intheir lives.”

Yet, despite the potential for technol-ogy to bring added value to the CA classroom, it will always be the teaching —not the tools — that is at the core of a CA education.

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magine a hot-glue gun. Now instead of a stick of glue imagine a spool of wire,” says Instructional Solutions Architect Iván Nieves. And so begins

my primer on 3D printers. Nieves goeson to ask me to visualize a robot holdingtwo hot-glue guns that shoot layer uponlayer of wire until it forms a 3Dshape. I struggle with theimage until I see theprinter itself, a smallbox of a machine abouttwo-feet square nes-tled on a table in a corner office.

3D printers havebeen used for years byarchitecture firms, engi-neering companies, andreally any business that needs toproduce rapid prototypes. Recentchanges in technology have reduced the cost of these machines to make theprice tag accessible to a school the sizeof CA. For several years now, a handful of teachers at CA have been following

the progress of 3D technology, and theyrecently they made their pitch to Bob Koskovich, Iván Nieves, and thecrew in I.T.

“The requests were there andimpassioned,” says Nieves. So, this pastsummer, Concord Academy invested in

its own 3D printer. “It will definitelybe an important experiential

learning tool going forward.”For now, the likely

applications are geometryor architecture studentsbuilding 3D creations from their own designs. Or perhaps history stu-dents could re-create small-

scale ancient buildings theyhave been studying. The possibil-

ities are endless.Whatever the use, it’s clear there

is a new kind of twenty-first centuryshop class in the works. As Nieves putsit, “People are now empowered tobecome the creators of the artifactsaround them.”

A New Kind of Shop Class

In May, 2012 Concord Academy began amonths-long website redesign process.Now concordacademy.org has a brandnew look and utilizes some cutting-edgetechnology. Associate Director of Communications Carly Nartowicz talkedto CA Magazine about the project.

CA: Why did CA need an updated website?CN: The old site was a bit out of date. It wasvery cumbersome to use and to maintain. It served us well for a number of years, buttechnology has changed so much in such ashort time that we needed to keep up.

CA: Who visits CA’s website?CN:We serve multiple constituencies. Firstand foremost, our website is where prospec-tive students and their families go to get all their information about CA. They are a very important group for us. We have a veryimportant and passionate alumnae/i commu-nity. Then we have current students and their parents, faculty and staff — they all use

our website on a daily basis to check calen-dars, schedules, and other things.

CA: How did you decide on the look of the new site?CN:We knew we wanted the homepage toshowcase more of our strengths in one place.We wanted it to be more visual, brighter, and more appealing. On the landing pagethere is a photo of a student reading AnnaKarenina that I just love. Even though there is less text, I think the new site does a betterjob of telling the CA story.

CA: What are some of the features of the new site?CN: On the landing page, you will have onelog-in, so it will be much easier for our alumnae/i and students to use. The site alsohas a lot of interactivity. You can click on thephoto of a dancer and it will take you to theperforming arts department, or if you hoverover some of the black�and�white photo-graphs they change to color. The page actuallyresponds to you, so that’s very exciting.

concordacademy.org 2.0

CA chameleon created by a 3D printerDesign: Ivan Nieves

3D printer

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Photos by Tim Morse

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am Crary ’03 is in the driver’s seat at Google — literally.

Crary runs a team of people deployed across the country to

test the fleet of self-driving cars,powered by experimental software atGoogle.

“This is a new thing for Google,”says Crary. “We are developing anew system that operates in the realworld rather than a system that oper-ates on a browser.”

Over a dozen cars are now onthe road being tested. Each car has aprebuilt digital map on-board, whichis guided by a roof-mounted Velo-dyne 64-beam laser range finder. Thecar also has front and rear radar sys-tems, a camera that can track trafficlights, and an internal GPS system.This combination of hardware and

software allows the car to determinewhere it is in the world — and whereit should go.

According to Crary, Google istesting two different self-driving carmodels right now: an “advanceddriver assist,” where an actual driverdoes most of the work getting onto ahighway and then relinquishes con-trol to the self-driving car, and amodel that would allow a self-drivingcar to go all the way from point A topoint B without any human input.

Crary is an evangelist when itcomes to the idea that cutting-edgetechnology can improve our lives.“We are solving real humanitarian-level problems with really smart tech-nology . . . this is the place to make adifference in the world,” says Crary,referring to Silicon Valley.

uick, what is CABBS?If you attended CA

in the 90s or 00s, you likely know that the

acronym CABBS stands forConcord Academy BulletinBoard System. It is theonline system used by stu-dents and faculty to postitems about school eventsand club activities. It alsoholds the school calendarand gives students and fac-ulty the ability to chat andsend email to each other oranyone with an ConcordAcademy email address.What you may not know isthat the driving force inbringing CABBS to CA was astudent, Jeff Green ’97.“When I came to CA

in ’94, there was no school-wide email system or Inter-net access. The first Webbrowser, Mosaic, had beenreleased only the yearbefore, and only a few peo-ple in the CA community

had ever used email,through services like AOL orProdigy,” recalled Green. “In fact, in the first yearwhen CABBS was started,we had to collect Internetemail messages and sendthem out in batches a fewtimes a day. They wereoften delivered a few hoursafter they were sent. Look-ing back, it seems like theDark Ages,” he joked.Green, a student with a

passion for technology, sawa need in the CA communityto communicate more easily,and decided to lobby andconvince the administrationto let him start the systemfor a minimal investment. After presenting a three-

page proposal to the assis-tant head of school andhearing some tentative inter-est, he fired up a used Mac-intosh II and got to work.The result was CABBS.“At that time, each user

had to have special softwareinstalled on his or her com-puter to be able to connectto CABBS. We eventuallyhad a bank of four modemsso people could connectfrom home, but it wasincredibly slow by today’sstandards,” says Green,who as a student even hadhis own “office,” which doubled as the server room.Green himself conducted

training sessions for the faculty and had a table dur-ing orientation to get stu-dents to sign up and try itout. In the beginning, CABBSwas entirely a student-runeffort, so Green enlisted hisfriend Cort Stratton ’97 tohelp administer CABBS. “Inthe early days, the systemwould crash pretty fre-quently, and many of ourfree periods were spenttroubleshooting,” recallsGreen.“It really generated a lot

of interest, and by the time Igraduated from CA, prettymuch everyone was using it regularly,” says Green.And they still are.CABBS remains the

primary system by which faculty and students com-municate with one another,at least electronically.“I think that’s a big part

of why CA is so great. Theyallowed me to run with thisproject when I was only ateenager,” says Green.After graduating from

Trinity College, in Hartford,Green worked on a technol-ogy start-up in Cambridgefor a few years before moving to New York City to work as vice president oftechnology strategy at SmithBarney. Currently he is work-ing on a start-up in NYCcalled LearnVest.com, whichis focused on helpingwomen to create and track apersonal financial plan.

CABBS CreatorJeff Green ’97

Working on the Car of the FutureCam Crary ’03

The self-driving cars, forinstance, could be used by the disabled or the aged to allow themgreater independence. Or, saysCrary, a self-driving car might bejust the thing to solve the nationalcrisis of drunk and distracted driving.

Crary says the self-driving carshave currently logged 300,000 testing miles on the road, the vastmajority of which have taken placein the San Francisco Bay area.

While a car that drives itself

may seem “Jetson-esque,” it’scloser to reality than one mightthink.

State officials in Nevada havealready passed regulations thatwould allow autonomous vehicleoperation on city streets — albeitunder special conditions. And theGolden State isn’t far behind. California’s state legislaturerecently passed by unanimous votea bill that could allow operation ofthe self-driving vehicles by 2013.C

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UPDATE

s we enter our 90th year as a school, alumnae/i have a unique perspective on the history of Concord Academy. Have you reflected on your

personal journey?Upon reaching my own milestones, I often take moments to look back.

And while I am proud of my individual efforts, I am most grateful for the helpthat I received along the way.  In particular, the Concord Academy communityembraced me during one of the most formative periods in my life.

Teachers, classmates, and advisors encouraged us to seek challenges,explore unique talents, and develop an appreciation for service in the context ofa community where we learned how to value common trust.

Since returning to Massachusetts, I have visited the CA campusfrequently; the place maintains its air of creativity and embrace of individuality.Interacting with current students has been most gratifying. Their character andanecdotes reflect a remarkable consistency across generations at CA. Manystudents have expressed to me their appreciation for the alumnae/i presence oncampus. The energy, optimism, and potential for success that I see in today’s CA students reinforces my commitment to volunteering. I also have enjoyedlearning about the personal and professional achievements of fellow alumnae/iwith whom I have worked on committees. We are a talented community.  We are a generous community.  I hope that we continue to support each other. I am committed to serving you.

José Ivan Román  President, Concord Academy Alumnae/i Association

A

Let me know how you want

to engage with

the CA community:

✈ Events across the c

ountry and in Lond

on will connect you

with alumnae/i of al

l ages and will also

update you on

initiatives on camp

us;

☞ Programming aimed

at specific groups

of alumnae/i has

been very successf

ul and will continue

;

8 Exciting changes to

CA’s website will m

ake it easier to

connect with each o

ther and with the sc

hool;

☀ A variety of volunte

er roles offer us the

opportunity to give

back to the school a

nd invest in the edu

cation being

offered today’s stud

ents.

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e are honored and proud to share with you the annual Report of Giving, celebrating everyone in the Concord

Academy community—alumnae/i, faculty, parents,friends, staff, and students—who support lifelonglearning, creative thinking, and making a differenceat CA and throughout the global community.

Your generosity brought our total giving in2011–12 to $6.95 million, with gifts to our annualgiving program reaching a record total of $2.62 million. We are grateful to all 2,254 donors who overthe past year have made a difference for ConcordAcademy. You provided a foundation for our work,as CA students explored a range of demanding academic pursuits, developed physical discipline inathletics and dance, volunteered locally and nation-ally through community service trips, and appliedcreative approaches to solving problems across disciplines. One highlight was a Silicon Valley trip,

where industry leaders and entrepreneurs includingalumnae/i and a CA parent hosted several of our stu-dents on a tour of eight companies that featuredGoogle, Facebook, Instagram, and Care2.com.

Concord Academy’s students and alumnae/icontinue to share their love of learning, their talents,and their skills to benefit their individual communi-ties. We look forward to celebrating our 90th yearwith all of you, and we appreciate your support and confidence in CA. Thank you for continuing tosupport the mission of Concord Academy.

Rick Hardy John MoriartyHead of School President, Board of Trustees

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10-Year Annual Giving Growth

F R O M T H E P R E S I D E N T O F T H E B O A R D A N D T H E H E A D O F S C H O O L

Leadership Report of Giving

$3,000,000

$2,500,000

$2,000,000

$1,500,000

$1,000,000

$500,000

$0

FY02–03 FY03–04 FY04–05 FY05–06 FY06–07 FY07–08 FY08–09 FY09–10 FY10–11 FY11–12FY02–03 FY03–04 FY04–05 FY05–06 FY06–07 FY07–08 FY08–09 FY09–10 FY10–11 FY11–12

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LEADERSHIP DONORSWith tremendous gratitude, ConcordAcademy thanks the following donorswho have made leadership gifts orpledges to many of CA’s programs andfunds during the 2011–12 fiscal year (July 1, 2011 through June 30, 2012).

Founders’ Circle ($50,000+)

Anonymous (4)Elizabeth Ballantine ’66, TrusteeBruce Beal ’88Marcie & Forrest Berkley p’12Lisa & Thomas Blumenthal p’11, ’15Charlene & Jeffrey Briggs ’80, p’12, ’13Frances Savoia Brown, Trustee, p’04, ’14Ann & George Colony p’13Joanne Casper & Wendell Colson p’11Lori Colella Deninger & Paul Deninger p’13Ann & Graham Gund p’08Robert Harman, past faculty §

Vicky Huber ’75 & Tony Brooke, Trustee, p’07, ’09, ’13

Ann & John Jacobs p’12Jennifer Johnson ’59, gp’01, ’08Althea S. Kaemmer, Trustee, & J. DavidKaemmer p’09, ’12Joan & Enis Konuk p’12Richard LumpkinMary Ann & Peter H. Mattoon, Trustee, p’13Amelia Lloyd McCarthy ’89, TrusteeKim Williams, Trustee & Trevor

Miller p’08,’14Carol C. Moriarty & John J. Moriarty,

Trustee, p’02, ’05, ’07Alison & Bob Murchison p’12Anna Winter Rasmussen & Neil E.

Rasmussen, Trustee, p’10, ’15

Etta & Mark Rosen p’97, ’06Nina Urban Sawczuk ’80 & Adrian

Sawczuk p’11Katharine Rea Schmitt ’62, Trustee &

Thomas Schmitt p’88Susan & Kurt Schwartz p’12Fred Seibold gp ’12Benjamin Sloss ’87Diana Dennison Smith ’64Kate & Ben Taylor p’09Andrea Sussman & Andrew Troop p’09, ’13Linden Havemeyer Wise ’70, Life Trustee

Main Gate Circle ($5,000-9,999)

Anonymous (5)Lawson Prince Allen ’62Barbara & Robert Allio p’82Dana Zadorozny & James Baldwin p’12Mary Shaw Beard ’50Hallam Chow ’87Irene Chu ’76Teresa Yeung & Willie Chung p’14Jennifer Krier & Rob Cosinuke p’12Carolyn Smith Davies ’55Stephen Erhart ’79Joan Bell & Max Follettie p’11Dean Forbes ’83Julie Faber & John Goldberg p’11, ’14

HIS REPORT is a partial listing of donors to Concord Academy in 2011–12; the full Report of Giving is available on our website at concordacademy.org/ROG12.

By recognizing all of our donors online rather than in print, wehope to preserve resources in a responsible way while paying tribute to the many individuals who generously show their supportfor our school and its mission.

If you do not want your name to appear in the online Report of Giving, please contactBen Bailey ’91 at ben_bailey@concordacademy.org, or at (978) 402-2246.

John S. & Cynthia L. Reed FoundationFay Lampert Shutzer ’65, TrusteeThanawat Trivisvavet ’97Lisa McGovern & Jonathan Wallace p’08Jane & James Wilson p’11

Chapel Circle ($25,000–49,999)

Robert Biggar ’87Molly & Jeffrey L. Eberle, Trustee, p’99, ’04Keith Gelb ’88Patricia & Carl Geyer p’12Kathleen & John Green, Jr. p’91Lucinda Jewell ’76Kathy Knight & Paul S. Barth,

Trustee, p’06, ’10Lucy-Ann McFadden ’70Jennifer Pline & Hans Oettgen p’13Derrick Pang ’93Jane & Neil Pappalardo gp’12Carolyn & Eric Stein p’11, ’14Martha Taft ’65Nancy Parssinen Vespoli ’73Susan & Richard Walters p’11Catherine & Chris Welles p’14

Faculty Recognition Circle($10,000–24,999)

Anonymous (7)The Aloian FamilyKathleen Fisk Ames ’65, Life Trustee &

Charles Ames p’95Glendy Chiu & Chi Yan Au p’13Holladay Rust Bank ’72Jean & Henry Becton, Jr. p’96, ’02Steven Bercu p’10, ’11, ’15Peter Blacklow ’87Elizabeth Mallinckrodt Bryden ’64Jennifer Burleigh ’85

Amy Cammann Cholnoky ’73, TrusteeRosemary Baldwin Coffin ’40 §

Juliette Wang Coombs ’82Theresa & Charles Delaney p’13Carl Douglas ’84Eliza Howe Earle ’67Clare Warburton & Michael Hamer p’12Kevin HartGale Hurd ’61René Kan ’82Susan Kidder ’66Holly Moon & Steve Kim p’11Lori & Eric Lander p’06, ’09, ’13Lorna Borenstein & David Lawee p’13Theresa & John Levinson p’12Myung Su Yoo & Heung Sig Lim p’13Han-Ting Lin & Ju-Wen Lin p’12Joyce Linde gp’14Nancy Traversy & Martin Lueck p’11, ’13, ’15Mary ’78 & Vikram Malhotra p’10Stephanie Starr McCormick-Goodhart ’80 &

Leander McCormick-Goodhart p’08, ’12Jill Conway Mehl ’85Susan & Thomas Miller p’08, ’12Judith Bourne Newbold ’55, p’78Betty & Stephen Newton p’11Erin & Brian Pastuszenski p’10Amy & Jonathan Poorvu p’14Carmin Reiss & Eric Green p’07, ’11

T

§ Deceased

always supported CA’s AnnualFund. But I knew I wanted to con-tribute on a larger scale, and aplanned gift was the perfect way todo that.”

Betsy: “My parents instilled theimportance of charitable giving veryearly, and I have always admiredhow they generously supportedthe causes and organizations thatmean the most to them. I am fol-lowing their lead by making myown planned gift to CA.”

Kathy: “Nothing could have mademe feel more positive about mygift than Betsy’s decision to makeone of her own.”

Concord Academy is grateful to Kathyand Betsy Green and to others whohave chosen to support CA throughplanned giving. For information aboutmaking a planned gift, please contactBrendan Shepard at (978) 402-2258.

Elizabeth (Betsy) Green ’91and Kathy Green P’91

Kathy: “My daughter Betsyentered Concord Academy as ajunior, and from her first day wecould tell CA was the perfectschool for her. The intellectualbonds with teachers, the friend-ships based on shared passions,the chance to be appreciated forwho she was— she never tookthese things for granted. Yearslater, she still raves about her CAteachers, who remain among thebest she’s ever had.”

Betsy: “My time at CA, whileshort, had a profound impact onme. How many high school stu-dents get the opportunity to takespecialized classes such as Russ-ian Literature and Global Perspec-tives? Suddenly school was lessabout completing basic require-ments and more about the pursuitof knowledge.”

Kathy: “I feel that a child’s sec-ondary school experience is asimportant as— if not more impor-tant than— his or her collegeyears. For that reason, I have

BY THE NUMBERS

Of the 2,254 donors in 2011–12 there are 1,102 loyal members of theMain Street Circle, those donors who have contributed to the

Annual Fund for five consecutive years and recent graduates whohave given every year since graduation from CA.

Over 200 current parents and over 200 alumnae/i volunteered forConcord Academy in 2011–12.

Over 700 alumnae/i attended a Concord Academy event in sevenU.S. cities and five countries in 2011–12.

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Barbara Cockrill & Christopher Gootkind p’13

Laila Haddad ’81 & John McGee p’12Adele Gagne & Richard G. HardyMary Leigh Morse Houston ’47, p’74Jen Chi Chang & Ching-Tai Huang p’11Elizabeth Hubbard ’82Lee Ann Barto & William Hubbard p’12Anne & James Hutchinson p’13Brooke & David James p’03, ’06, ’12J. Brown Johnson ’70Teresa Myers & Mark Jrolf p’15Sun Young Woo & Myeong Chul Kim p’15In Woo Nam & Bong Taek Kong p’10, ’12Yunhee & Byeong Cheol Lee p’12Barbara & Thomas Leggat p’84, ’85, ’91Sandra & Carl Lehner p’08, ’11Babette & Peter Loring p’96, ’98, ’01Elizabeth Kahn Mallon ’87Eleanor Bingham Miller ’64Lisa Fitzgibbons & Christopher Mines p’14Lauren Norton ’77Susan Packard Orr ’64Karen & Jeffrey Packman p’14Jill & Thomas Pappas p’10, ’13Cynthia Phelps ’64Richard Phelps gp’12Linda & Marc Robidas p’12, ’15Thomas Shapiro p’04, ’07, ’13Ann & Douglas Sharpe P ’14Jorge Solares-Parkhurst ’94, TrusteeElsie Hull & James Sprague p’14Jung-Ho & Yun Sook Suh p’05Ann Hemingway Tarlton ’62, p’86Girija & Sanjeev Verma p’13Stuart Warner ’77Kathleen Harris & Terrence Warzecha p’15Susan Lapides & Peter Wilson p’12, ’15Jody & Royce Yudkoff p’14He Ying and Chang Yong Zheng p’14Debra and Armand Zildjian p’15

2012 Senior Parent Gift ochairs of the 2012 Senior Parent Giving Program were Ann and John Jacobs, parents of Will Jacobs ’12, and Leila and Kevin Parke, parents of Oliver Parke ’12

and Tyler Parke ’15.  Here, the co-chairs present the 2012 SeniorParent Gift to Head of School Rick Hardy (above middle).

The $765,000 gift represents 92 percent participation bysenior parents, as well as many grandparents, a testament to theleadership and outreach of the Senior Parent Giving ProgramCommittee.

The Senior Parent Gift tradition provides a legacy gift,usually dedicated to a special project, from families of graduatingseniors. The 2012 Senior Parent Gift supports the developmentof CA’s new Moriarty Athletic Campus.

Ellen Smith Harde ’62 & Dudley Harde p’86Joy Peterson Heyrman ’77Alice Hill ’77Lexi & Benjamin Hoffman p’14Kerry & Paul Hoffman p’14Sarah Faulkner Hugenberger ’94Pon & Daniel Hunter p’14Sandra Willett Jackson ’61, TrusteeMarian & William Jacobs gp’12Rosemarie & Steve Johnson p’13Holly & John Kania p’12Rebecca Kellogg ’71 & Kevin

Dennis p’03, ’08Dona & Michael Kemp p’94, ’97Seon Hwa Woo & Chang Geun Kim p’14Sallie Cross Kingham ’61Kathryn Klickstein & Jamie

Klickstein ’86 p’15Stephanie & Joel Kozol gp’15Sarah-Ann & Werner Kramarsky p’79, ’85Charlotte Quesada Krugh ’95Sabrina Tin & Winston Lau p’15Joan Corbin Lawson ’49, p’80Sarah & Ken Lazarus p’15Kyunghee & Joonhee Lee p’15Helen Whiting Livingston ’41, p’78Marian Lindberg ’72, p’14Brenda & Sergio Londono p’12

Patricia O’Hagan & Alex Chatfield p’14Sarah & Evans Cheeseman, Jr. p’97Won Chul Cho & Ok Ju Jung p’14Eun Ju & Jae Sub Chung p’12Charles Collier ’85Rebecca Wade Comstock ’82B. J. Daniel p’12Alexander Dichter ’85Gabrielle & David Dockterman p’09Lisa Eckstein ’93Mark EngermanLucy Rand Everts ’41Christine Fairchild ’75Mary Wixted & David Farnsworth p’15Charles Feininger ’84Marion Freeman ’69, Life Trustee &

Corson EllisPam Nelson & Peter Fritschel p’14Lisa Frusztajer ’80, Trustee & Larry Tye p’10Nina Frusztajer ’82Nancy Gillespie ’75Alison Gilligan ’79David Goldberg ’88Timothy Gollin ’77Elizabeth Green ’91Qunying Gu & Wei Ju p’14Denise & Eric Haartz p’14Catherine & Mark Haigney p’13

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Jennifer Pline and Hans Oettgen P’13, ’15

t’s been great to watch ourkids thrive in the challenging

academic environment at CA,where they have developedclose relationships with facultyand staff and have receivedindividualized attention during all phases of their tenure. At CA, kidscan be accepted for who they really are. Hannah and Karly have adiverse and talented group of friends from all over the world—peoplethey would never have met elsewhere.

We feel fortunate that our children have been able to attend aschool of this caliber and that they are succeeding both academicallyand socially. In giving to the Annual Fund, we are supporting all thatgoes into creating such an incredible environment, and we are alsohelping to extend the possibility of a CA education to a broadercommunity.

We find giving to CA really rewarding and know that ourcontributions really make a difference. We feel fortunate to be part ofthe CA community.”

1922 Circle ($1,922–4,999)

Anonymous (3)Sunredi Admadjaja ’90HaeYoung Park & SeungHwan Baeck p’13Linda J. L. Becker p’89, ’91Deborah Schrag & Yochai Benkler p’15Patricia Wolcott Berger ’47Susan & Walter Birge III p’88Sarah & Edward Black p’14Betsy Blume ’82Victoria Blewer & Chris Bohjalian p’11Elizabeth Brown ’70 & Nick Bothfeld p’08Linda Mason & Roger Brown p’07, ’14Janesse & Richard Bruce p’06, ’11Cynthia Arnold Bruckermann ’72Christopher Bryant p’12Emma & Gary Campbell p’13Jennifer Caskey ’67

“I

50TH REUNION CLASSGIVING

The Class of 1962 gave$106,879 with 84 percent participation, a record-

breaking giving year for a50th-reunion class at

Concord Academy. Thanks to the many volunteers who

helped inspire this generoussupport of the school.

51

Janet Lovejoy ’50Rose Lynch ’67Kim & Stephen Maire p’06Phebe Miller ’67Margaret McKenna & Steven

Mirin p’06, ’11Simone Feinhandler Mordas ’82Deborah Greenman & Humphrey

Morris p’06, ’11Caren Ponty & Ira Moskowitz p’11, ’14Wanfang & Russ Murray p’06, ’13Elizabeth Haight O’Connell ’72Marion Odence-Ford ’82Vimon & Verapon Pathawinthranond p’12Evgenia Peretz ’87Lisa Botticelli & Raymond Pohl p’08, ’14Mary Poole ’59Ann Wilson Porteus ’59Henriette Lazaridis Power ’78Wendy Powers ’74Katrina Pugh ’83Margaret Ramsey & John McCluskey p’09Robin & Howard Reisman p’05Jie & Emmanuel Roche p’14Susan & Stephen Ruscak p’11Susan & Beau Ryan p’15Sharon & J. Hoyle Rymer p’15Olivia Howard Sabine ’97Charlotte & Karim Sahyoun p’12, ’15Susan Cunio Salem & James Salem p’14Denise Rueppel Santomero ’77Philip Schwartz ’80

Corey Hoffstein ’05

oncord Academy gaveme an appreciation and

enjoyment for studies in dis-ciplines such as philosophyand literature that weren’tpart of my undergraduate andgraduate engineering require-ments. As my professionalfocus has narrowed, drawingfrom my CA experiences hasbeen a huge benefit, oftengiving me different ‘mentalmodels’ of the world to come up with creative, outside-the-box ideas.

The range of offerings and the quality of my experience at Concordwere directly due to the existence of the Annual Fund and the generousgiving of previous generations. Through my own giving, I can help makethe school more accessible and affordable for future students, and con-tribute to ongoing operations of the school.

Younger alumnae/i may not recognize that their donations can makemuch of a difference, but even a few dollars can have an impact in aggre-gate. CA is counting on us to give in an amount that is meaningful, even ifit doesn’t seem large. And online giving through the Website is conven-ient and easy—no checkbooks or stamps required.”

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Senior Steps CircleFor young alumnae/i (1997–2011), the Senior Steps Circle was establishedto distinguish emerging leadership donors to the school.

Anonymous (4)Christopher Alvarez ’10Charles Carey ’04Russell Cohen ’09Cameron Crary ’03Alexis Deane ’03Timothy Douglas ’07Michael Firestone ’01Jeffrey Green ’97Corey Hoffstein ’05

Hannah Kaemmer ’09Sarah Bertozzi Kessler ’02Scarlett Kim ’11Xiaoran Li ’02Malini Malhotra ’10Anne Mancini ’01Susan Martin ’03Tiffany Mok ’04John Moriarty ’07Jeremy Owades ’10

Jeremiah Parker ’99Alexander Rosen ’04Olivia Howard Sabine ’97Charles Smith ’03Charles Stolper ’07Kelsey Stratton ’99Vanessa Tillman-Brown ’98Thanawat Trivisvavet ’97Jenna Troop ’09

Lee Shane ’85Nancy Megowen Shane ’51, p’85Haeyoung Kim & Dong-Joon Shin p’14Theresa Huang & Jacky Shum p’14Lauren Bruck Simon ’85Jill Soffer ’77Nancy Soulette ’63J. Cullen Stanley ’80Monica Wulff Steinert ’57 & Alan

Steinert gp’10, ’13Judi Seldin & Ron Stoloff p’15Lynne & Douglas Stotz p’15Marie & Dan Strelow p’13Nancy & Charles Styron p’13Mei-Li Wang & Liang-Chih Su p’14Ann Fritts Syring ’64Marta & Geoffrey Taylor p’13Shari Kreisberg-Therrien & Kurt

Therrien p’12Ethan Thurow ’94Rebecca Trafton ’71Carol Kazmer & Barry Trimmer p’13, ’15Andrea & Glen Urban p’86, ’89Edith Van Slyck ’57Mary Wadleigh ’64, p’97Jane Waldfogel ’72Sidney Walker p’63, ’65, gp’97Anne Brewster & Frederick

Weyerhaeuser p’15Janet & John Winkelman p’11, ’13

Barksdale English ’91

cannot imagine the man I wouldbe today if CA had not been

there for me twenty years ago.CA helped me recognize what

would become the fundamentalprinciples of my life—curiosity,critical thinking, and creativity—and gave me the tools and spaceto start developing them. I wantto make sure that Concord willalways be able to give theseopportunities to future genera-tions of teenagers, and I want theschool to know how important my three years there are to me,

how invaluable that experience is to me.

One of the best ways that Ican show my gratitude is to give apersonally meaningful gift everyyear. My gift doesn’t have to be alot of money for it to be valuable to the school. I know from myexperience in the nonprofit worldhow alumnae/i support shows thatCA is a place worth investing inand sends a powerful message to those whose financial and leadership contributions have a significant impact on the school’sfuture.

Concord Academy is a greatinvestment because its alumnae/icontinue to have an importantimpact on the world. Our annualcontributions are a key factor inCA’s success. I encourage you tocontinue or start investing in CA’s ability to guide and developteenagers into strong, beneficentadults.”

“I

Every effort has been made to ensure the accuracy of this report. If you find an error, we apologize and ask that you call the Advancement Office with corrections at (978) 402-2240.

SENIOR CLASS GIVING SETS NEW RECORD

The Class of 2012 set a Concord Academy record with 98 percent participation for the Annual Fund, surpassing the

previous record of 96 percent, set by the Class of 2007. We are grateful to the class giving committee for their hardwork and enthusiasm, and we thank Concord Academy’s

newest alumnae/i for their generous support.

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�W. Scott Van Alstyne Jr., father of Gretchen Van Alstyne ’72 and Hunter Van Alstyne ’76

William F. Brace, father of Nathaniel Brace ’79 and Sarah Brace ’81

William W. Burns, father of Monique Burns ’73

Alice Hutchins Clark ’34, sister of the late Charlotte Hutchins Bemis ’36, aunt of Marjorie Bemis ’62, Eleanor Bemis ’66, and Alice Bemis Bueti ’73

Marie Gooding Eaton ’40, sister of Eleanor Gooding Hallowell ’42, sister-in-law of the late Isabella Eaton Webb ’31 and Margaret Eaton Gibson ’33, and grandmother of Julia Eaton ’11

Roger Fisher, father of Peter Fisher ’74

Clarence R. Foulkes, grandmother of Creighton Foulkes ’13

Marjorie Byers Gay ’57, sister of Corrine Byers Sucsy ’52

Arnold Golodetz, father of Deborah Golodetz New ’84 and Alisa Golodetz Darmstadt ’86, and grandfather of Sarah New ’11 and Elinor New ’14

Phyllis Ponty Haas, grandmother of Alexander Moskowitz ’11 and Hunter Moskowitz ’14

Ellen Vaughan Howe, mother of Eliza Howe Earle ’67, aunt of Sally Vaughan Eagle ’62, Cecily Vaughan ’64, and great-aunt of Everett Wallace ’07

Olga Craven Huchingson ’55, sister of Caroline Craven Nielsen ’59

Shirley M. Kane, mother of Jacqueline Kane ’83

Samantha Malenchak ’08

Samuel R. Payson, husband of Laura Richardson Payson ’47 and brother-in-law of Lucy Richardson Rand ’40

Cynthia Lea Phelps ’64, sister of Nina Phelps Gorney ’66

Darren S. Nelson, mother of Derek Nelson ’76

Ann Gardner New ’51

Former State Senator George S. Pillsbury, father of Sarah Pillsbury ’69 and Katharine Pillsbury ’74

Katharine Tully ’86

Helen Peirson Richardson ’47

Karen P. Van Houten ’82

Penelope Warfield ’64

William Wainwright, father of Kristen Wainwright ’68

Richard Wiggin, husband of Alice Bemis Wiggin ’53, brother-in-law of Ann Bemis Day ’48, the late Margaret Bemis Case ’49, and Faith Bemis Field ’57

Grant M. Wilson, brother of Kathryn Wilson DeFord ’56

Tatiana Zadow ’84, sister of Aram Zadow ’87

We asked donors a simple question: Why do you give to Concord Academy’s Annual Fund each year?

esponses from alumnae/i, parents,faculty, staff, and friends were

personal and heartfelt. They described whythey give, the way it makes them feel, andtheir ongoing commitment to ConcordAcademy.*

For 90 years, alumnae/i, parents, andfriends have invested in an educationalexperience that nurtures creative,compassionate thinkers who embrace theircommunities and are inspired to bringchange to the world. As an Annual Funddonor, you are a partner in creating anenvironment where lifelong learningflourishes. Thank you for your support andthe powerful impact you have on theConcord Academy community.

To make your gift to the 2012–13 Annual Fund, please visit concordacademy.org/give

For more information, please contact Director of Annual Giving Ben Bailey ’91 at ben_bailey@concordacademy.org or call (978) 402-2246.

*The illustration shows actual donor responses; font size indicates how often the word was used. Illustration by Michael Antonitis ‘13.

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Concord Academy166 Main Street

Concord, MA 01742

Address service requested

Campus Events

Alumnae/i Events

January 22MLK Day celebrated at CA

February 22–23Winter Mainstage Musical ProductionMuch Ado About Nothing

April 3, 5, 7, 8Admission Revisit Days

May 31Commencement

For a more complete list of school-relatedevents, please see concordacademy.org

Non-ProfitU.S. Postage

PAIDHanover, NHPermit No. 8

Tuesday, November 20London ReceptionConversation RoomThe Royal Institution of Great Britain21 Albemarle Street, London W1S 4BS7:00–9:00 p.m.

Wednesday, December 5Boston Area Alumnae/i Holiday Reception withRick HardyEastern Standard528 Commonwealth Avenue, Boston, MA6:00–9:00 p.m.

Thursday, December 6New York Area Alumnae/i Holiday Receptionwith Rick HardyRefinery2930 Cooper Square, New York, NY6:00–9:00 p.m.

Thursday, December 27Concord Academy Young Alumnae/i (CAYAC)Winter PartyFlat Top Johnny’s1 Kendall Square, Cambridge, MA8:00–11:00 p.m.

Sunday, January 13Alumnae/i and Student of Color GatheringLocation TBD3:00–5:00 p.m.

Wednesday, March 13San Francisco Reception with Rick HardyClubhouse at the Presidio Golf Course300 Finley Road @Arguello Gate6:00–9:00 p.m.

Sunday, April 28Southern Maine dinner with Rick HardySea Glass Bistro305 US Route One, Yarmouth, ME5:00 – 7:00 p.m.

Parents of alumnae/i: If this magazine is addressed to a son or daughter who no longer maintains a permanent address at your home, please emailmagazine@concordacademy.org with his or her current address. Thank you.

Friday, June 14–Sunday, June 16

Reunion Weekend

For more details and to register for events, please call Billie Julier Wyeth ’76 at (978) 402-2232 or see concordacademy.org/alumnaei/events