CA Magazine Fall 2014 Issue

fall 2014

EditorJennifer McFarland Flint Associate Director of Communications

DesignIrene Chu ’76

Cover and Centennial Plan: Arielle Walrath and Morgan DiPietro, Might & Main

Editorial BoardBen Carmichael ’01 Director of Marketing and Communications

Karen Culbert P’15, ’17 Leadership Gift and Stewardship Officer

John Drew P’15 Assistant Head and Academic Dean

Hilary WirtzDirector of Development

Billie Julier Wyeth ’76 Director of Engagement

Contact UsConcord Academy magazine 166 Main St. Concord, MA 01742 (978) 402-2200 [email protected]

Letters to the EditorWe’d like to hear what you think about this issue. Please send us your thoughts.

© 2014 Concord Academy

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

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2 Message from the Head of School

3 Campus News

8 Arts

14 Athletics

18 Faculty

20 Creative Types

22 Alumnae/i Profiles

► Luke Douglas ‘05 ► Rahn Dorsey ‘89 ► Betsy Holden Thompson ‘87 ► Libby Haight O’Connell ‘72

27

In anticipation of the school’s 100th anniversary, we are excited to announce this plan to ensure that CA’s next century is as strong as the first. Forged by the school’s faculty and administrative leadership, this vision preserves and strengthens the values and history that are central to a CA education and the community itself.

44 Commencement

46 Reunion

51 Alumnae/i Association

52 Report of Giving

56 In Memoriam

fall 2014

Contents

ON THE COVER:

What’s in the DNA of a CA education? In preparation for our next hundred years, faculty and staff have been working to identify how we can do more of what we do best. Read more on page 27. Photos by Knack Factory

Recently, on one of my forays around campus, I found students clustered around complex circuitry, building an

“incufridge” for the science department during their club block. Projected on the whiteboard wall behind them, students’ notes mingled with their teacher’s schematic design. The students were talking and laughing, they were engaged, and they were leading, as their teacher stepped back, allowing them to take the reins. This notion of students leading is one of the most important paradigm shifts in education over the last 25 years, and it’s a shift we welcome at CA. When I began teaching, some 34 years ago, the role of the teacher in most classes was to serve as the holder of knowledge, the “sage on the stage,” and the students were to be receivers of that knowledge. Those roles are very different these days, and I could see that difference in this group of students and their incufridge. They were listening, adapting, collaborating, taking ownership of their own learning, and showing us the future. With CA’s future in mind, I’m very pleased to share with you this special issue of the magazine. In these pages, we are formally announcing the launch of our Centennial Plan, one that is rooted in this school’s rich and distinctive history. Over the decade since the school’s last strategic plan, we have achieved some great things: We expanded and renovated the chapel; we planned and built a new athletic center; we have established a more sound financial footing; and we continue to attract extraordinary students, teachers, and staff. We have been able to achieve these things because of our mission—to foster a community animated by a love of learning, enriched by a diversity of backgrounds and perspectives, and guided by a covenant of common trust—which

has never been more relevant than it is today. Our world needs leaders and citizens who are committed and compassionate in their thinking and who possess the creativity and courage to develop ambitious new ideas and to solve the most challenging problems. This Centennial Plan will help us to carry on this mission. Under the leadership of the senior adminis-trative team and the Board of Trustees, many of CA’s faculty and staff from each of our depart-ments and programs joined in the process of producing this plan. As you will see on page 27, as well as the website concord100.org, our plan builds on the school’s core values and aims to unlock potential. Together, we are privileged to participate in this wonderful community and to have the opportunity to build for this school a bold future that will make a difference here and in the world beyond. With your involvement, we are determined to do just that.

Sincerely,

Rick HardyHead of SchoolDresden Endowed Chair

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message from the head of school

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Convocation 2014Spirits were as sunny as the morning on September 2, when the CA community launched the 2014–15 school year in the Chapel.

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Ladies and Gentlemen, the Tubulum!

The DEMONs group has been at it again. They recently

unveiled (to great whoops in morning announcements) a project that has been in the works for two years, a project most if not all of its 10 to 12 members have pitched in on at some point: a tubulum. If that term isn’t ringing any bells for you, we should explain that the tubulum is a 32-note instrument, tuned chromatically, just like

a piano, and made entirely from scratch with PVC

pipes. Unlike a piano, the instrument is played by vigor-ously thwopping the top of each tube with a cus-tom-made paddle,

a crafty composite of a golf-club handle,

Styrofoam, and purple duct tape.

campus newsRehearsal Notes: Convocation Edition

The 2014 convocation speaker, Amy Spencer, head of the Performing Arts

Department, offered students the following eight rehearsal notes for consideration along the journey ahead:

• Define for yourself what you want to be. Nurture your unique voice. And cultivate the confidence to stay true to it.

• Make time to reflect and find a space for yourself where you are comfortable creating things.

• When you are doing what you love, it doesn’t feel like work.

• Mistakes are often paths to unexpected solutions.

• Don’t be afraid to go into your discomfort zone.

• You’re not doing it alone. Look for your people, your wingmen.

• Success needs to be, at the deepest level, personally defined.

• Laugh as much as possible. Don’t take yourself too seriously.

PROFILE PICTURE

In September, CA welcomed 377

students to campus. Of the 106 new faces, 59 are day students,

and 47 live on campus. Six are dual citizens, 12 percent

are international, and 28 percent are Americans of color.

At least one intends to become a

researcher stationed on Mars.

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Surface Measurements

Sometimes a math lesson is only skin deep: Matt Donahue ’16 created this

self-portrait as an exercise in geometry, shad-ing regions of the face with positive curvature red, negative curvature blue, and areas with zero curvature purple. “Students were explor-ing alternatives to the parallel postulate used in Euclidean geometry,” says mathematics teacher Shawn Bartok, who assigned the math-in-the-mirror lesson.

In Voice and Verse

A poetry teacher publishes her second collection

Writing and teaching poetry can be competing occu-

pations, says Cammy Thomas, who has been teaching English at CA for a dozen years. Teach-ing is an outwardly directed activity; writing, of course, requires an inward shift of that creative energy. Her second volume of poetry, Inscriptions, was pub-lished in October by Four Way Books. Thomas looks upon her second book with deep gratitude to “my sympathetic department chairs, who give me the space and time to write,” she says.

For more about Thomas’s writing, including dates of upcoming readings, please visit CammyThomas.com.

Out of the Blue

On April 26, 1959, when this LP was recorded

at Boston’s Jordan Hall, chorus was mandatory. The 222 singers credited in this performance worked under the direction of Nancy Loring, who is remembered as a formidable and inspiring teacher. Her legacy is as enduring as the pieces performed here, some of which remain in CA’s choral library today. Go to www.concordacademy.org/jordan-hall to listen to the recording.

On the Island of Staffa

I couldn’t imagine why you,so alive then,were gasping,almost cryingas we climbed the hill.

Looking over the rocky island,sliding gulls, whitecaps,basalt caves booming like timpani,you pulled a plastic boxfrom your pocket,trembling, wrenched it open,and threw your husband’s ashes into the wind.

Yes, yes, it’s dust,yes it is.It could be anyone,and could there be anyone who wouldn’t want this kind of love?

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In October, CA welcomed back a new old friend. Alums of certain eras will

remember an earlier incarnation of the chameleon mascot, who seems to have taken an extended sabbatical. No matter. It’s back, it’s looking good as new and full of spunk, and it can be seen cheering along the sidelines at the Moriarty Athletic Campus. Or in the gym. It’s very adaptable.

Learn more about the mascot’s return here: www.concordacademy.org/chameleon-mascot

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campus news

The inspiration for the new class Text Me: Technology, Community, and the Self (above) came to Nick Hiebert as he read from a passage of Alone Together: Why We Expect More From Technology and Less From Each Other, by MIT’s Sherry Turkle. “We live in a technological universe in which we are always communicating, and yet we have sacrificed conversation for mere connection,” she writes. Hiebert, chair of the English Department and in his second year at CA, got to thinking about how technology might affect the way we think about community and relationships. “I thought we’d come up with a class to sort this out ourselves,” he says. To watch Hiebert talk more about the genesis of the class, please visit www.concordacademy.org/text-me.

5 REASONSTo Wish You Could Do High School Again

CA’s course catalog has long read like that of a liberal arts college, and with a dozen new additions this year, the similarity is even stronger. The number

of new courses is somewhat higher than in a typical year, in part because of a refinement of the history requirements. Even so, “This wave of creativity across the curriculum isn’t surprising,” says John Drew, assistant head of school and academic dean. The Faculty Leadership Fund is devoting academic resources to allow faculty to innovate and implement new courses, which will have you wishing you could do high school all over again. Among the new offerings are the following:

1.Oral History in Theory and PracticeHow and why are mem-ories constructed, for-gotten, and constructed again? Students will research a historically significant issue from the late-20th-century American narrative, which will be used to contextualize interviews with a Concord-area resident.

2.Applied Physics: Engineering Teams of students will work together to research, design, build, and test solutions to real-world problems, pushing them to think critically and creatively.

3.Text Me: Technology, Community, and the Self What does it mean to see the world through Instagram or Facebook? Are we expanding our sense of the world and ourselves or underrepre-senting it? Students will examine contemporary fiction, nonfiction, and film and write about them in a variety of for-mats, generally longer than 140 characters.

4.Concord Academy Singers This select vocal group represents the finest ensemble singing at CA. Repertoire is highly varied, from advanced choral music in foreign languages to a cappella arrangements of popular songs, along with the possibility of creating original, even improvised pieces.

5.Experimental Statistics and Psychology: A Study of RationalityThis course introduces students to topics in inferential statistics through the study of how people make deci-sions and whether the decisions are rational. Students will design and implement experiments and draw conclusions from the data.

Engineering students received a box of office supplies and were asked to work in teams to build bugs — and make them dance. To learn more, go to page 37.

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The Morning Libraryby Hadleigh Nunes ’15

O n warm days, the windows of the J. Josephine Tucker Library

are propped open with thick round dowels sized specifically for this pur-pose. Martha Kennedy, the librarian, makes her rounds these mornings, bearing window fans and dowels. She leaps spryly onto the bookshelf that runs the length of the library to unlock and prop open a window with a speed and economy of motion that speak to years of adjusting library temperatures. She leaps down just as easily and straightens the display books on top of the bookshelf before moving on. The library is almost empty at 7:30 a.m., when Martha arrives, but not quite. Most students go straight to the Stu-Fac to eat breakfast and hang out with friends when they get to school, but there are those who take their white paper bowls of breakfast to the library. It’s the same people morning after morning. They trickle in, sitting alone, spreading their textbooks and papers out on one of the desks. The morning is the only time when the library is actually quiet.

I arrive around 7:20, and I imme-diately head up the empty stairway and haul my bag to my spot in the library while the rest of the school sleeps. I have been a part of the early morning community since my fresh-man year, because my parents have a long commute and drop me off early.

At first I didn’t know what to do. Then I found my

sanctuary.

The library in the morning is governed by rules differ-ent from those that usually guide the school. It is understood that as the sun streams through the eastern windows, morning is a time for soli-tude. Students try not to look at one another or get in each other’s way. The people who come to the library at this hour need to be in the building and get used to the space before the addition of other people. The silence and space between us, our unarticu-lated rules, our very distance bind

us together. Quiet people become part of the library, like the display books and posters whose titles we can recite. By 8:00 a.m., the train students start arriving, the silence is broken, talking quickly grows louder, and the energy in the high-ceilinged room gathers, a storm only released by the bell. Then the animated crowd flows to the Chapel or the PAC. The library is never really quiet again until the next morning. I don’t have to come in to school

early anymore. I have my license. I could sleep in.

But even when I have no work to do, I

come in. I draw or fold origami. Everything is quiet and reas-

suringly familiar.

Hadleigh Nunes ’15 lives in Sudbury, Mass. She wrote this essay for her creative nonfiction class. She loves visual arts of all kinds, especially drawing, painting, and paper folding. She hopes to become a mechanical engineer.

‘The silence

and space between us, our

unarticulated rules, our very distance bind us together.

Quiet people become part of the library, like the display books

and posters whose titles we can recite.’

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Elena Nahrmann ’15 knew, even before setting a toe on campus, that she would squeeze every

opportunity from the theatre program once she arrived. And in three years, she has. It came as a surprise, though, that she would also wind up maxing out the dance program, an interest she discov-ered as a freshman, when she signed up on a whim for a dance class to fulfill her

physical-education requirement. A member of Dance Company this year and Theatre Company last year, Nahrmann is one of a small handful of students to complete both. “Both courses are extremely rigorous and require substantial preparation, pre-requisites, and application,” says David R. Gammons, who directs Theatre Company. Both are also more experimental than traditional, as companies go, focusing

IN HER SPARE TIMEElena Nahrmann ’15 is one

of those students whose list of extracurriculars is humbling.

Among them:

• A harpist since age 6, performing with the Wellesley Wind Ensemble and CA’s orchestra

• Performed in four mainstage productions, plus another student’s departmental study, in three years

• Participating in the inaugural year of CA Singers, a new high-level vocal ensemble

• Speaks fluent German

• Practices aerial arts

• Used to ride horses competitively, now only on Saturdays

on movement-based work. Last year, for example, Nahrmann says Gammons would present the class with a bit of inspiration— text by Jorge Luis Borges, for example, or a piece of art—then let the group explore it and create a composition based on their response to the work, always emphasizing the process, not product. This approach lit a spark for Nahrmann, who spent last summer at an NYU Tisch workshop on experimental the-atre, where each day included two or three movement or dance classes. “Movement-based work has become so much a part of what I love to do,” she says, “because it’s about a physical expression of ideas, not just doing a scene and getting into your character.” The work at Tisch was both dif-ferent and new, “but also the basis of things I’d learned here,” she says. Back on campus in her senior fall, Nahrmann has been busy with the college process, visiting both liberal-arts schools and conservatory programs, trying to get a feel for the right fit. “All the schools I’ve really loved have been more offbeat, using new methods of training instead of the traditional Stanislavsky method,” she says. That creative environment “feels better,” she says, no doubt because it reflects the one where the very spark was lit.

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IN JULY, Concord Academy collaborated with the Institute of Contemporary Art/Boston on a one-week residency for Boston-area dancers. Reggie Wilson,

artistic director of Brooklyn’s Fist and Heel Performance Group, joined as the guest choreographer of honor. He arrived at the ICA one hot July day with three of his company members in tow, fresh from their most recent performance of Moses(es), at Jacob’s Pillow Dance Festival. Waiting to meet him in the air-conditioned theater were 21 eager dancers from the Boston area, including recent CA graduate Marina Fong ’14. In the span of one week, Wilson introduced the dancers to a wide range of influences and material, not knowing exactly how these pieces would come together in the final show at the end of the week. By the last day, the group had molded out of the week’s investigation a dance singularly created for these dancers and for the breathtaking ICA theater space. In the spirit of Moses(es) and offering the ICA audience a taste of this larger work, this piece communicated the playfulness of leading and following, as well as the joyful expression of self within a group. It was the perfect culmination of a week full of failures and success, self-exploration, and creative discussion. Wilson will return to the ICA in March with his company to perform Moses(es).

CA and the ICA teamed up with Reggie Wilson for a dance residency last summer

by Sarah New ’11

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‹Photography teacher Cynthia Katz keeps a quote from Robert Capa in CA’s photo lab: “If your photographs are not good enough, you are not close enough.” The phrase struck me, particularly when I picked up my interest in street photography. Dawdling in the world around us are perfect strangers: How close can we get, with the instinctive distance we try to keep as strangers? It has been a privilege to show up at the right place at the right time and to own, between my palms, the choice of a subtle eternity.

A Subtle Eternity Stories and photographs by Wei “Teresa” Dai ’14

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› It was one of those times when the sun decided to skip a day. Sick air, lousy clouds: just a difficult circumstance to cheer up for. It seemed to be raining, too. No one knew when it started, so it must have never stopped. Before anyone could notice, the ground turned into a crystal mirror. All of a sudden, with what sounded like thunder, an 8-year-old skater dropped heav-ily, like a rolling stone hitting an egg. He slid across the surface, drawing a perfect line behind him. The skateboard turned upside down, the four wheels still spinning with the blowing wind. “Never mind,” he said, “I am more fit for Heelys after all.” With that, he patted the dirty spots on his pants. Off he went with the skateboard, trading it for a pair of shoes with wheels in the heels from a gentle-looking man. “Nothing has ever stopped kids from playing,” the man laughed. His eyes were fixed on his son, who sat on the ground to put on the Heelys. His pants were ruined anyway. The boy had scars on his knees, elbows, arms, and legs. He’s fallen more times than could be counted. The father glowed with a look of pride. “I used to be one of them,” he uttered. And a good one, at that: He was a local champion on the skateboard. His name was so big that he started receiving challengers. And he beat them, with little exception. But his parents had said it would earn him nothing but intangible fame. What would be tangible, though, was a job behind a desk. “I don’t play anymore,” he said, when asked to show a few tricks. “I’m past the age.” He watched his son circle around and around the unbreakable glass, never stop-ping the boy from what he wanted. He was still a kid. Maybe he could be the lucky one. Maybe he would remain one.

For more of Dai’s photographs and stories, please visit www.concordacademy.org/teresa-dai.

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THE BOOMERANG EFFECTTwo alums return to teach and coach their high school teams

Laura Twichell ’01 and Lauren Kett ’01, soccer teammates in high school and again at Swarthmore, used to talk on the college pitch about someday going back to coach girls’ soccer at CA. “That was

our little dream,” Twichell says, “and now here I am.” She returned to Concord in September to join the English faculty; in the afternoons, she can be found lacing up her cleats on the field again, realizing that fantasy as assistant coach for the girls’ varsity soccer team. Twichell and Peter Boskey ’08 should compare dream-realizing notes: After studying fashion design and creative writing, then working in corporate design, he landed his ideal job as CA’s new fiber arts teacher — and is also rebounding to the volleyball court, as assistant coach for the team he managed as a student. CA had no coed volleyball option when Boskey was here, so he agreed to manage the girls’ team as a way to stay involved in the sport. The head coach both then and now, Darren Emery, “was patient and kind enough to instruct me while he was instructing everyone else, and I got to participate,” he says. “Having worked with Darren and the team before, I’m excited to get involved again.” Boskey is also excited to be back in the fold of the larger CA community. “It’s always been a goal of mine to work here,” he says. He looks forward to bringing his design perspective to the fiber-arts program, sharing with students what he has learned about practical career options in fashion or textiles, and the differences between art and design. “Plus, there’s an energy here that I haven’t been able to find anywhere else,” he says. “It’s a creative energy that permeates all aspects of academics, and I’m excited to get back into it.” Twichell shares that excitement about returning — and she should know, because this is her third return trip since graduating. This time around, she brings a fresh perspective gained from a master’s in instructional leadership and studies in group learning, which have natural applications for the soccer field and English instruction. “Coming back from grad school, I’m excited to have the flexibility of a CA classroom to experiment in and bring my ideas to,” she says. Is it at all strange to make the switch to the front of the classroom and leading a team? Both Twichell and Boskey say, well, yes, maybe a little. But just at first. “The first time I came back, I was nervous about being a student in people’s eyes,” Twichell says. “But the faculty has really welcomed me.” Boskey agrees. “I’m excited to get started,” he says.

athletics

Laura Twichell ’01 (top) has returned to teach English and coach girls’ soccer; Peter Boskey ’08 (above) is leading the fiber arts program and working with the volleyball team.

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ON THE COLLEGE TRACKStudent-athletes take on the admissions process

Navigating college admissions can be a challenge for any student, but for those hoping to add sports to

the mix, the process can be even more complex. Here, we catch up with a few students to see how they keep pace with the athletic recruiting and college admis-sions processes, while also leading the pace on the field. When Finn Pounds ’15 came to CA as a new sophomore, he was a middle-of-the-pack cross-country runner. After a year with coach Jon Waldron and a summer of significant progress, he returned as a junior with a top-100 national ranking in the mile. “That’s when people started talking about college,” he says. Runners approach college admissions with their own set of numbers: “There’s your GPA, SATs, maybe ACTs—and usually a mile time, which coaches base their recruiting on,” Pounds says. With his indoor-mile time of 4:21:07, Pounds makes an attrac-tive candidate to the Division III and NESCAC coaches. Pounds figures he could find his way to a big state school with a strong running

program, but he’s more interested in find-ing the right academic fit first. That mes-sage has been reinforced by Peter Jennings of the College Counseling Office, who reminds students of the broken-leg prin-ciple: Would you still want to attend this school if you broke your leg on the first day of practice? Finding the right team, culture, and coach is “not insignificant,” Jennings says. That coach may be the adult with whom you spend the most time on campus, but what if that person leaves? “The challenge for this generation,” he says, “is they can be so focused on the one thing that defines them, and CA does a great job of help-ing them define themselves more broadly. Which is important not just for college but for life.” Nina Callahan ’16 and Grace Campbell ’16, lacrosse teammates and friends nearly since infancy, have taken this message to heart. They’re both members of the new vocal ensemble, CA Singers; both say they chose the school for academ-ics; and both participate on club teams outside of school, in addition to CA’s

varsity lacrosse team. Callahan has also performed in two theatrical productions and is a head tour guide for admissions this year; Campbell is a three-season student-athlete. Their high school expe-riences are most certainly broad. College is still two years away for this pair, but they’re already clear on certain directions: They would both love to play college lacrosse—and through their club team they’re already hearing interest from coaches—but they would forgo athlet-ics in favor of a more rigorous academic opportunity. It’s easy to get swept up into the excitement of college recruitment, particu-larly as Campbell and Callahan watch their club teammates weigh offers from coaches, but this is exactly where CA’s emphasis on critical thinking is paying off. “After being here for two years, I can evaluate situations better and see them as they are,” Callahan says. As a midfield center and a junior thinking ahead to college, that’s a good thing.

FINN POUNDS ’15 H N INA CALLAHAN ’16 H GRACE CAMPBELL ’16

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athletics The fall teams, including the girls’ varsity soccer team seen here, got off to a strong start this season. Please visit our website, www.concordacademy.org, to catch up on individual team records and browse more photos.

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Beyond the BooksA mathematics teacher covers the curriculum — and then some

by Julia Shea ’16

A s a middle-schooler in Brookline, Mass., Kem Morehead had a reputation as a troublemaker. That

is, until her eighth-grade teacher saw a spark in her. “I used to write a lot, and she liked my writing,” Morehead says. “I wanted to please her.” Now a mathematics teacher, Morehead is still inspired by that example and aims to build “well-rounded and authentic relationships with students.” Her teaching—in class, on hiking trails, or as a house parent—extends well beyond algebra or trigonometry. And her wife’s signature lemon squares, distributed after math tests, certainly help sweeten the lessons. In the classroom, Morehead empha-sizes habits of mind as much as the cur-riculum. “The thing that’s really important to me is that students are able to tackle hard problems,” she says. “I mean, math class is great, but life goes beyond it.” A sig-nificant portion of class time is devoted to students working together, grappling with

challenging problems. Passersby can hear a collaborative chatter spilling into the hall-way. In encouraging group work, “My goal is for students to stop believing the stories they tell themselves,” that they are incapable of solving certain problems, for example.

“The stakes are pretty low in math class, so let’s practice taking risks.” Morehead hopes students leave her classes with “curiosity, a willingness to take risks and make mistakes, and the ability to embrace failure and to work collaboratively,” qualities that will serve them throughout their lives. Morehead knows firsthand the value of taking risks, having quit her first profes-sion as a software engineer. She loves tech-nology and loved her work but felt that she wasn’t making a difference. Compensating for her corporate life, she pursued other passions outside of work, namely rallying for gay rights. In one instance, Morehead found

herself behind bars for acts of civil disobedi-ence during a gay-rights rally. At the time, she thought, “I know I’ll get out. This is merely a symbolic gesture. There are people outside supporting me and a lot of resources open to me.” But Morehead real-ized that this wasn’t the reality for many inmates. “This is why education is so impor-tant,” she says. “And the next year, I quit my job as a software engineer, earned a degree in education, and became a teacher.” Her first year at CA, Morehead had a student who was struggling with substance abuse. “Yes, she got herself into a lot of trouble,” Morehead acknowledges, “but I saw that she was smart. She ended up being my advisee, and we had a great relationship.” Much like her eighth-grade role model, Morehead worked through the advisee’s difficulties, never losing sight of all that the student had to offer. Morehead is making a difference. The work is gratifying. She has found her niche.

‘The thing that’s really important to me is that students are able to tackle hard problems. I mean, math class is great, but life goes beyond it.’

— Kem Morehead

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Kem Morehead teaches mathematics and life lessons and is a house faculty member in Hobson.

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P lummet into the Elizabethan era of Shakespeare’s performances, fall through the heavens of Shake-

speare’s Globe Theatre, and land on the stage. Hell lies below you, next to you are the engaged and brawling townspeople, and in front of you sit the wealthy, hiding from the sun under the Globe’s small roof. This past summer, English teacher Abby Laber used her summer sabbatical to expe-rience the Globe Theatre’s many wonders,

and rediscover how to absorb and teach Shakespeare. Laber joined 24 other American teachers attending a three-week class at the Globe called Teaching Shakespeare Through Performance. The group met with three main classroom teachers: two focused on acting, and one focused on how to bring the lessons back to the teachers’ classrooms. Rather than sitting in a chair to read the text, Laber and her fellow teachers learned

Globe TrottingA summer sabbatical for teachers teaching Shakespeare by Claire Phillips ’15

to feel the meter, movement, and conflict within it. “That turned out to be a really powerful way to understand the very kinds of things that English teachers like me have often tried to teach,” Laber says. As a part of the program, the group learned and performed scenes from Julius Caesar on the Globe stage. To prepare for the performance, they had lessons with the professionals who train actors in dance, voice, and speech at the Globe. One move-ment instructor, for example, taught the group “how to feel iambic pentameter,” Laber says. “It would be an overstatement to say that I learned how to [act], but I learned about how to do it,” she laughs. Laber hopes to bring back to CA a new way of reading, performing, and understanding the characters, themes, emotions, and rhythms in Shakespeare and other texts. One technique she might use involves playing games to get access to the emotional aspects of a scene, and then using these discoveries to get inside the poetry. For example, she might address an argument between Beatrice and Benedict in Shakespeare’s Much Ado About Nothing like this: Instead of just giving them the script, she might ask them to work in pairs. “One person in the pair is going to want to make eye contact, and the other person in the pair is going to refuse to make eye contact. Go. Okay, you’re going to argue now. One of you is going to say yes, one of you is going to say no. Go. And that’s when you might give [the students a reduced version of] the text where the fight is very vivid,” she says. Overall, Laber had a fantastic experi-ence that stemmed from both the wonder-ful teachers and her open attitude. From the beginning, she decided that she would just “embrace the fact that I don’t know anything, and do it!”

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English teacher Abby Laber ascends from the Globe Theatre’s trap door, affectionately known as “Hell.”

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Oscar-nominated film Restrepo, they made plans for a follow-up film. After Hetherington was killed in Misrata, Libya, in 2011, Junger decided to return to the footage the pair had shot in eastern Afghanistan’s Korengal Valley in 2007–08 and make the film they had originally imag-ined. Korengal begins where Restrepo concluded.

Huntley Funsten Fitzpatrick ’81, P’16What I Thought Was TrueDial Books, 2014 In this young-adult work of fic-tion, Gwen is desperate to put a humiliating junior year behind her. She secures a job caring for an elderly islander in a quiet

cottage far away from the popu-lar hangouts and rich summer kids who torment her. All is well until the new yard boy arrives: Cassidy Somers, the very person behind her social train wreck. Gwen is determined to keep a safe distance, but when Cass succeeds in teach-ing her fearful little brother to swim, she begins to see him in a different light.

Tilia Klebenov Jacobs ’83Wrong Place, Wrong TimeLinden Tree Press, 2013 A reluctant alliance is formed between Mike Westbrook, a frantic father whose only son is one of six abducted children, and Tsara, the woman he

Victoria Fish ’80A Brief Moment of WeightlessnessMayapple Press, 2014 A troubled veteran, a youngest child, an elderly woman, a con-fused friend: all examples of the characters who take turns nar-rating life as witnessed through his/her own lens. This debut col-lection of short fiction captures the heartache of estrangement, the earnestness of youth, the dignity of aging, and the often dark conflicts within. In tales covering a range of taxing family issues, from childhood illness and depression to death and imprisonment, Fish adeptly presents the human spirit bat-tered, bruised, but never com-pletely broken.

Sebastian Junger ’80KorengalReleased by Saboteur Media, 2014

As Sebastian Junger and photo-journalist Tim Hetherington were completing their 2010

kidnaps in hopes she’ll be the bargaining chip that will secure the children’s safe return. While on the run in the woods of northern New Hampshire, Tsara realizes her uncle is behind the twisted scheme, but whatever possessed him to do it, and to whom can she turn for help?

Matt Taibbi ’87The Divide: American Injustice in the Age of the Wealth GapSpiegel & Grau, 2014 Precisely how did our legal system become a two-tiered experience depending upon one’s socioeconomic status? Taibbi delves into the evolution of the great divide, in which the most vulnerable are arrested, fined, incarcerated, or deported at exponentially rising rates. Meanwhile, those whose fraudulent ways run multibillion-dollar financial institutions into the ground, wreaking havoc on the entire global economy, walk free. Readers accustomed to Taibbi’s usual satirical style will find nothing humorous in this

exposé of the grossly unbal-anced state of today’s scales of justice.

Jessica Lander ’06Driving BackwardsTidePool Press, 2014 Summers spent in a small New Hampshire town became opportunities to learn of its past from an elderly resident who befriends his three young neigh-bors. The captivating stories

lay the foundation for this bio-graphical memoir of a place and time in small-town American life. Though many may know of Gilmanton as the home of serial killer H. H. Holmes or where Grace Metalious wrote and set the best-seller Peyton Place, few know the intimacies of its beginnings and present-day residents quite like Lander. The author’s pen and ink sketches bring an additional dimension to the stories.

Lori Day ’P10 with Charlotte Kugler ’10Her Next Chapter: How Mother-Daughter Book Clubs Can Help Girls Navigate Malicious Media, Risky Relationships, Girl Gossip, and So Much MoreChicago Review Press, 2014 Her Next Chapter presents a refreshing alternative to the Disney princess monoculture that saturates the experiences of young girls. Guided discus-sions accompany suggested books and films exploring the

B O O K S | F I L M S | C D S | M U LT I M E D I A

Catherine Saalfield Gund ’83Born To Fly: Elizabeth Streb vs. GravityReleased by Aubin Pictures, 2014

A documentary about choreo-grapher Elizabeth Streb and her STREB Extreme Action Company, where dancers throw themselves from land and sky, all in the pursuit of defying gravity. Here, STREB performs

“Sky Walk,” as part of the London 2012 Cultural Olympiad.

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many facets of girls, both fic-tional and real, allowing young readers to see themselves in characters who explore, assert, and live full lives. Along with this rich and rewarding road to female empowerment, the social gatherings of book clubs allow members to safely dis-cuss and examine topics such as gender roles, body image, and bullying while finding their valued place in the world.

Have you published a book or released a film or CD in the last year? Please contact

[email protected] and consider donating a copy to the

J. Josephine Tucker Library’s collection of alumnae/i authors.

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creativetypesby Library Director Martha Kennedy

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ALUMNAE IPRO FILES

T H I S I S S U E

► Luke Douglas Class of 2005

► Rahn Dorsey Class of 1989

► Betsy Holden Thompson Class of 1987

► Libby Haight O’Connell Class of 1972

When Luke Douglas ’05 looks back at his summer 2013 expe-dition through the Alaskan

Arctic, a journey that was mapped out to cover 300 miles and take Douglas and four friends from the heart of the Brooks Range to the edge of the Arctic Ocean, two images come to his mind. One is what you might expect, or at least hope, to hear from an adventurer hiking in far northern Alaska. “Our first night in, we were all sitting around trying to dry our boots out and cook food,” Douglas says. They had set up their camp

in one spot and were cooking about 100 meters away, a precautionary measure against bears. When a grizzly came over the rise, they had to make a quick decision. “If the grizzly came to our cooking site and ate all our food, that would mean the end of the expedition. But if a grizzly came to our campsite and ate us, that would be the end of our lives,” he says. They scrambled to retrieve flares and bear spray, but the bear came closer. “So we waved our jackets and yelled. The grizzly stood up on his back legs. He was massive, like a car on end. He took one last look at us, ambled off, and

Into the Arctic WildernessTrekking into the Alaskan Arctic to capture it on camera

Luke DouglasClass of 2005

by Nancy Shohet West ’84

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we never saw him again,” Douglas says. “It was quite a first night in the Arctic.” The purpose of the expedition was to film a part of the world that has been barely documented on camera thus far, and to make that photography available and free for public use. The team included a hydrologist, a geologist, a biologist, a media producer, and Douglas, who had spent six arduous months fund-raising for the journey. So it was with a heavy heart, 10 days before the trip’s end, that Douglas boarded a bush plane on an airstrip in a tiny Alaskan village. His premature trip

home was necessitated by a badly damaged Achilles tendon that was slowing down the whole expedition; it also provided the second iconic image of his trip. The plane had just delivered a new member to the expedition. “Other than the pilot, I was the only person aboard,” Doug-las says. “I was looking down as we took off and could see my friends jumping up and down, excited and happy to see the new guy. I knew that my decision to leave was the right one. It was the best thing I could do to help the team and make the expedi-tion a success. But watching my friends go

on without me as the plane rose into the air was a moment of keen disappointment.” He didn’t get to see the polar bear that the group encountered, and he didn’t get to dip a toe in the Arctic Ocean. But Douglas is philosophical about the loss. “I’ll go back someday,” he says. “The most important thing, for all of us who went, is to share the story of this area any way we can, to raise people’s awareness of this unique landscape and to remember that it exists.” Read more about the expedition and explore their photos at www.expeditionarguk.com.

‘If the grizzly came to our cooking site and ate all our food, that would mean the

end of the expedition. But if a grizzly came to our campsite

and ate us, that would be the end of our lives.’ — Luke Douglas ’05

A storm rolls in over the Anaktuvuk River on Alaska’s North Slope. Photo by Paxson Woelber

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Rahn DorseyClass of 1989

Statistics and data often pale in comparison to the power of a personal story when it comes to

getting readers’ attention. But sometimes, says Rahn Dorsey ’89, the right statis-tics, presented in the right way, can light a fire. That’s what happened recently when a report commissioned by the Black and Latino Collaborative illuminated the fact that almost two-thirds of Boston’s boys and male teens are black or Latino. Many of those same young people were born outside the United States, and about half have been raised by their grandparents.

Closing the Opportunity GapExpanding opportunities for Boston’s African American and Latino youth

some neighborhoods, but not others; some careers, but not others; some schools, but not others—but feeling like all of Boston is yours. Feeling like you can live, attend school, go to cultural events, eat at restau-rants, anywhere throughout the city.” To get there, we have to “open some closed minds,” he says. As of this fall, Dorsey is uniquely positioned to put his professional expertise behind his vision for the city of Boston: In early September, Mayor Martin Walsh named him Boston’s first chief of education. In this newly created role, Dorsey will be a cabinet-level official cultivating relation-ships with Boston’s public, charter, paro-chial, and private schools, as well as the city’s colleges, universities, and community-based learning organizations. Dorsey will continue to work toward his dream that in five or 10 years, young people growing up in the neighborhoods of Dorchester, Roxbury, and Mattapan will thrive in Boston’s schools and universities, in its museums and theaters, creating the expressions that define the city’s identity, from its innovation workplaces and corpo-rate boardrooms. “We shouldn’t be having conversations about inclusion and equity 25 years from now,” he says. “By then, Boston should be a standard-bearer for racial, class, and gender equity.”

Somewhat to Dorsey’s surprise, the local media grabbed on to the data, generating articles and editorials exploring the ques-tions the report raised. At the time the report was released, Dorsey was an evaluation director and education program officer at the Barr Foundation, which is a member organiza-tion of the Black and Latino Collaborative. The group looks for strategies to address inequality and expand opportunities in the city of Boston. “We can help black and Latino men within the community talk to each other and build collective self-esteem,” Dorsey says. “They have to refuse to buy into the ways in which they are demonized. The other part of the conversation needs to be across communities about inclusion. If blacks and Latinos represent two-thirds of Boston’s young men, they are the city’s future leaders, future dads, future pillars of our communities, and future decision makers. To make certain that they assume their rightful place as full citizens in Boston, we need to have a substantial conversation about equity and the added investments we need to make in their education, ensuring their safety and supporting their leadership.”The goal is full enfranchisement, Dorsey says. “That means not being isolated—not living as a second-class citizen relegated to

Projected population and distribution of black and Latino youth in the city of Boston in 2018.

Map courtesy of the Black and Latino Collaborative

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On New Year’s Day of 2010, Betsy Holden Thompson ’87 made a resolution: Within the next six

months, she would sign with an agent and procure her first contract to illustrate a children’s book. At the time, she had only a few years of experience as a fine artist and was entirely self-taught as an illustrator. “I decided that every day, I would complete one task toward meeting my goal,” Thomp-son says. By the time summer had arrived outside her home studio in Portland, Maine, she had her first contract for a chil-dren’s book to be published in Korea called Pam and Sam. Her agent next showed her the manu-script for Eggs 1, 2, 3: Who Will the Babies Be? “I was immediately excited,” she says. The book supplied all the elements Thomp-son enjoys most in an illustration project:

Each page contained an element of surprise, with plenty of room for humor, creativity, and design sophistication on the artist’s part, and it required her to do some research. For that book, she learned about animal habitats and “quite a lot about the platypus,” she says. Eggs 1, 2, 3 received numerous accolades: It won the 2012 Lupine Picture Book Honor Award and the Oppenheim Gold Seal

Drawing InspirationA New Year’s resolution gives rise to a career as a children’s book illustrator

Betsy Holden Thompson Class of 1987

Book Award and was recently chosen to be a Raising Readers book by the state of Maine, meaning that every 3-year-old in the state will receive a copy at his or her annual pediatric check-up. Since then, she has illustrated several other well-received books, among them Mmm . . . Let’s Eat! and Momotaro (The Peach Boy): A Japanese Folk Tale. That book, a retelling of a classic Japanese folk tale, takes place in ancient Japan. “I researched traditional dress and symbology, and I used origami paper, rich textures, and Japanese fabrics as I created the designs for the illus-trations.” She was also mindful, she says, of her role as a Caucasian illustrating Asian children. (Thompson’s own daughters, ages 11 and 14, are both of Asian descent.) Cultural sensitivity was less of an issue for Pam and Sam, which was written as an early reader for English language learners in Korea, because the main characters are a turtle and a rabbit who garden together.

“The art director claimed that the leaves on the carrots I illustrated were not realistic enough,” she says. “It’s always interesting and often funny to see what kind of feed-back you get.” Now Thompson has a new goal: to write as well as illustrate future projects. Young readers from Maine to Korea—and those who read to them—stand to benefit if this New Year’s resolution becomes reality as quickly as the first.

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Libby Haight O’ConnellClass of 1972

An Appetite for HistoryA food historian traces the heritage of our favorite recipes

BAKED ALASKA, according to food historian Libby Haight O’Connell ’72, is a perfect example

of how a recipe can embody a particular moment in the cultural zeitgeist. A dessert made of ice cream wrapped within a cake layer, covered with meringue and baked quickly, so the meringue forms a crust before the ice cream can melt, the dish was invented at the height of the Gilded Age. The United States was buying Alaska from the Russians, and many Americans considered it nothing more than a frozen landmass. “Back then, it took a lot of manpower to produce a dessert as elaborate as baked Alaska,” O’Connell says. “You would need big blocks of ice from an icehouse. You’d need people to make the ice cream. You’d have to bake the cake in a coal oven, in which the temperature was very difficult to adjust. You’d have to whip meringue without even a rotary beater, let alone an electric one. And then if you serve it flambé, which was very popular in the Gilded Age,

it meant you were including alcohol, which was even more luxurious. So the dessert itself symbolizes . . . the themes of aspira-tion, luxury, flamboyance.” O’Connell, the author of The American Plate: A Culinary History in 100 Bites, to be published later this year, has devoted much of her career and her scholarly work to tracing the heritage of particular dishes and recipes. In college, she spent a semes-ter working as a costumed interpreter at Plymouth Plantation. There, she learned about 17th-century cooking and gardening, an interest that grew into a Ph.D. in history at the University of Virginia. Today she is a chief historian and senior vice president for corporate social responsibility for History/A+E Network. Among her many board affiliations is a seat on the board of trustees at Monticello. O’Connell is intrigued by Thomas Jefferson’s culinary habits, which were influenced by his stay in France. “He was fascinated by the elegance of French cook-ing and the variety of ingredients that were used,” she says. “He exchanged seeds with people all over the Western world. At Monticello, he grew vegetables that a lot of Americans weren’t yet familiar with: egg-plants, tomatoes, the sweet green peas that were very popular in France at that time.” Food isn’t just what people eat, she points out. Each recipe and every dish has its own story, and those stories reflect everything from immigration to technol-ogy. Each ethnic group helps to shape the American palate, both in the past and today. “We see it today reflected in the increased popularity of salsa, quesadillas, Asian dishes, Thai food,” O’Connell says. “You can look at how food was used in funeral ceremonies by the ancient Egyptians or at how today’s foods provide a window into our current obsession with diet trends and so-called superfoods. All of this adds to our understanding of everything from cultural anthropology to folklore to how people spent their daily lives.”

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‘ The school’s upcoming centennial made us stop and think: What is most valuable about this school? What’s in its DNA? The school’s history and education are quite remarkable, with many of our values dating back to the 1920s. We decided that we wanted to build programs, spaces, structures, and facilities that encourage and amplify those values. It’s taking what is great about CA today and making it better.’

– FACULTY MEMBER CHRIS ROWE

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‘ We owe it to our students now and our students into the future to be the very best school that we can be. That’s where this plan comes from.’

– HEAD OF SCHOOL RICK HARDY

The instruments of discovery have evolved over the decades, but the spirit of a CA education remains true to the school’s founding values and mission.

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Ninety years ago, the founders of Concord Academy built a school in a very different world. At that time, the sole academic building was a converted horse barn. In the years since, CA has prospered. Our campus has expanded, our alumnae/i base is thriving, and we look confidently ahead to celebrating our centennial in 2022. In planning for that occasion, we have crafted a plan — Concord Academy’s Centennial Plan — that honors the school’s enduring values while building boldly for the future.

That future will likely look very different than the world today. Education is shifting away from discrete disciplines to multidisciplinary collaboration, from students as receivers to students as creators and makers, and from technology as distraction to technology as an enhancement to learning environments. Thankfully, the skills that are essential for this approach — creativity, collaboration, and uncommon levels of trust — have long been the hallmarks of a CA education.

With this plan, the primary motivation is to ensure that the school, in the decades to come, can continue to prepare students to take active roles and to make a difference in the world. The future for Concord Academy is guided by these values; this plan is not a transformation, but a revital-izing of CA’s core and an unlocking of potential. The administra-tion, board, faculty, and staff approach this work with great excitement, knowing that it will enable the school and its students to thrive well into the future.

C A 1 0 0 + : C E N T E N N I A L P L A N

1922 – 2022

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The Centennial Plan is driven by four commitments:

Guiding Principles

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COMMUNITYStrengthening our unique learning environment defined by strong partnerships and respect for others

DIFFERENCE MAKERSLaunching graduates who change the world for the better

REVITALIZING THE CORE· Commitment to Financial Aid· Advancing Faculty Leadership· CA | Labs: Science Center Renovation· Residential Life Enhancements: Main Street

Revitalization· Boundless Campus: Connecting CA and the World

ADDITIONAL PRIORITIES· Campus Center and Library Renovation· Residential Life Enhancements and Curriculum· CA Studio for Performing Arts· West Green

OUTREACHConnecting who we are and what we do with the broader world

CREATIVITYContinuing to foster inspiring, innovative teaching and learning

THE CENTENNIAL PLAN will encompass a series of

coordinated initiatives that will deepen and extend CA’s model of

engaged teaching and learning. In May, the Board of Trustees approved five initiatives, intended to revitalize

the core, as the lead priorities.

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Written into CA’s mission statement is a community engaged in a love of learning, a diversity of backgrounds, and a covenant of common trust. Financial aid directly supports the core mission by making CA accessible to the best possible students from a full range of backgrounds, experiences, cultures, languages, and geographic locations. It allows us to provide an enriching education that prepares students to thrive in the world.

As increases in tuition costs continue to outpace the rate of inflation, it is critical that we continue to increase access to financial aid. Every year, we turn away highly qualified students because we lack the aid to support them. These individuals are leaders in their communities, independent thinkers, motivated and driven students who thrive on learning — people who would fit right in here, in

other words. CA will increase the percentage of students receiv-ing financial aid to 26 percent by 2019, and to 28 percent by 2022. Offering more aid to qualified students strengthens the student body and is fundamental to maintaining the school’s excellence into the future.

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Commitment to Financial Aid

N U M B E R O F S T U D E N T S O N F I N A N C I A L A I D AT C A

AV E R A G E P E R C E N TA G E O F S T U D E N T S O N F I N A N C I A L A I D AT P E E R S C H O O L S

REVITALIZING THE CORE

1 St. Andrew’s 53% 2 Andover 47% 3 Exeter 45% 4 Groton 38% 5 Taft 37% 6 St. Paul’s 36% 7 Hotchkiss 35% 8 Loomis Chaffee 34% 9 Deerfield 33% 10 Choate Rosemary Hall 33% 11 Tabor 32% 12 NMH 31% 13 Commonwealth 30% 14 Milton 30% 15 Rivers 29% 16 Lawrence Academy 28% 17 Middlesex 28% 18 St. Mark’s 28% 19 Winsor 25% 20 Beaver 24% 21 Concord Academy 24% 22 Nobles 24% 23 BB&N 23% 24 Dana Hall 21% 25 Brooks 21%

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Adil Bahalim ’02 didn’t know what boarding school was when his friend, Peter Li ’02, first told him about Concord Academy. Bahalim was living with his family under the poverty line in the suburbs of Houston, though his grades put him comfortably in the top 1 or 2 percent of his class. He liked what he heard about CA. Hoping it might give him a shot at better colleges, Bahalim applied, without ever having seen or set foot on CA’s campus. “It wasn’t until I got my acceptance letter with the financial aid package that I seriously considered going,” he says.

Once he arrived, Bahalim experienced cultural and academic shock, but the financial aspect was quite sim-ple. One way that CA’s aid program distinguishes itself is by providing students everything they need, beyond room and board, to ensure students’ access to the same opportunities as their peers. For Bahalim this meant that everything — from basketball shoes for the CA team to lessons on the school’s Steinway, from formals to Saturday-night movies — was covered.

He went on to study physics at Davidson College and mechanical engineering at Cornell, achieving his objective

to get a first-rate education. He also credits CA with his service-oriented view of the world, which inspired him to leave a private-sector management-consulting job “to find ways I could improve the world,” he says. Bahalim landed at the World Health Organization in Geneva, where he applied his quantitative background to disease modeling. He eventually joined the Global Fund to Fight AIDS, Tuberculosis, and Malaria, where he helps strategize how to distribute $14 billion on programs fighting those diseases in settings where resources are limited.

The impact of Bahalim’s work is rippling around the globe, and he says CA is among the factors that expanded his realm of possibility. “The fact that I’m liv-ing in Geneva and working in global health is a result of thinking bigger, imagining that I can do something bigger, being exposed to different ideas,” he says. “It’s allowed me to express my potential as fully as possible.”

THE COMPOUND REWARDS OF FINANCIAL AID

> READ MORE financial aid stories online: concord100.org/financialaid

A C C E S S , O P P O R T U N I T Y, A N D I M PA C T:

‘The fact that I’m living in Geneva and working in global health is a result of thinking bigger, imagining that I can do something bigger, being exposed to different ideas.’

– ADIL BAHALIM ’02


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CA’s classroom lessons extend far beyond the usual textbook curriculum, as the teachers — also historians, poets, engineers, and accomplished artists in their own right — imbue daily discussions with insights from their fields of expertise. By providing the faculty with the tools they need to realize their potential, we will improve the quality of the educational experience, as well as the school’s ability to hire and retain the best teachers.

This program will support the faculty and our curriculum in a variety of ways, with both resources and technology. The plan proposes to give faculty the opportunity, as well as the space, to brainstorm, design, and document new curricular ideas, unleash-ing creativity and collaboration across academic departments, similar to the spirit of Google’s so-called 20 percent time. It would also give teachers the chance to conduct deep curricular reviews, to consider how we can improve on what we already do well or where we could reimagine offerings, and to fortify the course catalog to the greatest degree possible. All of these efforts will help us fulfill our ambition for more multidisciplinary col-laboration, unleashing the greater talents of our community.

One of CA’s distinguishing strengths is the wide-as-you-can-dream array of courses available to students. We owe this range to CA’s faculty, who bring the force of their intellectual curiosity to the curriculum. Above left, Gretchen Roorbach guides a student onto the Sudbury River for her class, Applied Environmental Science: Water Conflicts at Home and Abroad. At left, student-teacher relationships remain a hallmark of the CA experience.

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Advancing Faculty Leadership


‘As we move forward, it’s important that we continue to offer students the faculty and facilities that will allow them to go into the world for that next level of their life experience.’

– KIM WILLIAMS P’08, ’14 PRESIDENT, BOARD OF TRUSTEES

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Sarah Yeh, of the History Depart-ment, envisions an archaeology course that would give students the chance to dig into the very soils of history, right in our own backyard. Along the northern banks of the Assabet River, about two miles from campus, sits the former home and land of Colonel

James Barrett, who famously led the Massachusetts militia into the first days of the Revolutionary War.

The town of Concord has purchased this archaeologically significant land, and Brandeis is setting up a field school and beginning excavations next year.

The faculty leadership initiative will be “incredibly useful,” Yeh says, in helping develop a course on Concord history and archaeology. “There are incredibly exciting opportunities ahead there for our students,” she says. Those who enroll in the class would explore both history and science, using cutting-

edge diagnostic equipment and working alongside representatives from Brandeis, the Concord Museum, the Concord Histori-cal Commission, and the Fiske Center for Archaeological Research at UMass Boston. This would be a quintessential CA offering, truly one of a kind, offering students a first-person opportunity to bring history to life.

DREAMING EVEN BIGGERF A C U L T Y L E A D E R S H I P I N A C T I O N :

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Teaching and learning are no longer limited to the traditional classroom or laboratory settings that predominated when the school’s physical foundations were constructed. Over the decades, CA has embraced this direction and evolved its own brand of teaching and learning rooted in common trust, strong student-teacher relationships, and the certainty that experiential learning helps inspire a lifelong attitude toward curiosity and study. As the school nears its 100th anniversary, it is time to enhance and repurpose its physical spaces to create an environment that facilitates multidisciplinary collaboration and sparks connections between ideas and individuals.

REVITALIZE THE CAMPUS

C A’ S S Q U A R E F O O TA G E P E R S T U D E N T V S . P E E R S C H O O L S

Currently, CA’s campus-wide square footage per student is modest in comparison with peer schools. Strategic reconfiguration, repurposing, and renovation of key buildings will yield a total square footage that is more in keeping with CA’s peers, while remaining true to its aesthetic and human scale.

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BUILDINGS AS A LEARNING TOOL

Imagine a green architecture course that would expand upon Chris Rowe’s architecture and Gretchen Roorbach’s environmental-science classes. Offered for credit in both science and visual arts, a green architecture class might begin with an investiga-tion in the field, with visits to the Genzyme headquarters in Cambridge, for example, or Concord’s neighbor-hood of net-zero-energy homes. Back on campus, a multi-use classroom would offer the option to meet either with the full class to interact with guest architects, or to gather in smaller subgroups, where students could hammer out solutions to real-world problems. Participants would learn to navigate CAD software in a multimedia lab, then assemble prototypes of their final projects in a lab furnished with expansive tables, construction tools, a 3D printer, and of course an ample supply of card-board and hot-glue guns.

Imagine further if CA’s buildings could offer learning opportunities in their own right, with sustainable features like a green roof or passive solar systems available for close-up student exploration. Our teachers are already thinking about the ways in which their courses could expand in spaces that are as adaptable as our thinking. With these ideas and ambitions already in place, physical upgrades will serve as the spark for the fire of creativity.


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Science is a dynamic, changing field. CA’s educators have long been developing methods of teaching that put the tools of learning into students’ hands. As faculty members build on this strength, the pedagogy calls for a science center that reflects this spirit of discovery, a building that serves as a beacon for science and as a teaching tool itself. The science wing will be renovated in a manner that will support the rigor of the curriculum, allowing CA’s educators to deepen and grow this aptitude, which has been a focus for much of the school’s history.

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CA Labs: Science Center DEMONs ADVOCATE

Students in the DEMONs group (which stands for dreamers, engineers, mechanics, and overt nerds) have elevated their extracurricular contributions to considerably engineered heights: Among many other projects, they have built a hovercraft, a robot, and a system that delivers river-depth measurements from the banks on campus and transmits them to the web. These individu-als are the next generation of innovators, entrepreneurs, and change agents. Lacking a space of their own, they extemporize, in the best spirit of improvisa-tion, with scattered storage areas throughout the science wing. Imagine where their curiosity might take them with the sup-port of a fully tooled workshop supplied with a laser cutter, a 3D printer — all the tools of the inno-vator’s trade. This is the spirit and potential that will be unlocked with updates to the science facili-ties through a proposed fabrica-tion lab, where students can create and build in partnership with our talented faculty.

DRIVING GOALS· Add flexible, multidisciplinary

classroom spaces· Increase the visibility of the

sciences · Create a building that is itself

a learning tool

· Establish a dedicated fabrication lab

· Facilitate connections with the MAC and the main building

· Renovate to environmental sustainability standards

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THIS IS WHAT SCIENCE LOOKS LIKE TODAY

Within the first weeks of CA’s inaugural engineering course, the Science Department’s Amy Kumpel distrib-uted shoe boxes to her class containing the following items: scissors, pliers, wire cutters, jumper leads, a three-volt motor, AA batteries, binder clips, paper clips, old CDs, a glue gun, and electrical tape. She challenged stu-dents to: 1) work in groups, and 2) build a dancing bug. The students set themselves up in the fabrication lab, a renovated space in the basement of the main building outfitted with work tables and white boards. The lab also

serves as a beta classroom for the kind of pedagogy CA could offer, such as engineering, with more flexible teach-ing spaces.

It wasn’t long before office-supply insects, with CD wings and paper-clip legs, were bouncing and buzz-ing across the lab tables. This is what science looks like today: It’s collaborative, it requires equal parts critical and creative thinking. And it can take up a lot of table space. The fabrication lab represents one step toward where our curriculum could go in a more adaptable environment.

BETA TESTING

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Over time, the houses will be renovated to improve the balance of boarding students across campus, increase the number of faculty apartments, and expand the common rooms, which will benefit the entire population. By improv-ing these areas and making them available throughout the day, we will create spaces for the sort of small-scale but significant community-building that happens among small gatherings: Imagine affinity groups, study sessions, or simply friends and house faculty gathering to talk about their days in

a space that accommodates everyone. These spaces will serve as an extension of our teaching and learning, strengthening the community in meaningful ways.

Changes to the residential houses will improve their accessibility for individuals with disabilities and preserve both the buildings’ historic character and their human scale. Main-taining that scale, which was such a key element in the chapel renovation in 2004–05, is central to the aims of all of these campus projects.

Residential Life Enhancements/ / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /


Our student houses are as valuable as learning tools as they are living spaces, and they feature prominently in our plan to expand the opportunities for learning outside the classroom.

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MAIN STREET REVITALIZATION

The corridor of nine historic houses along Main Street represents CA’s front door to our neighbors in Concord and all who pass by. In preparation for our centennial, we are undertaking enhancements to the landscape, lighting, pedestrian access, and the supporting architecture of this Main Street frontage. The landscaping will bring back the character of the gar-dens maintained by the original families of each home, adding a vernacular to our green spaces that is both cohesive across the campus and specific to each house. These improvements will create a more unified campus and a more distinguish-able identity, while honoring the historic character of the residences. A more clearly identifiable campus entrance will also create a more hospitable welcome for our visitors and neighbors.

Similarly, by working in partnership with the town of Concord, improvements in sidewalk lighting and pedestrian walkways will enhance both a more clearly identifi-able and welcoming campus entrance, while improving CA’s integration into the surround-ing town of Concord. The overall impression will be of a revitalized campus facade that is historic, human in scale, and true to both Concord and to CA.

‘We use the term houses very intentionally. They don’t function like dormitories. We’re creating a human-scale family atmosphere and trying to preserve and strengthen that.’


GOALS OF THE PROJECT· Balance the number of students across houses· Expand the size of common rooms· Open the common rooms for the residential-life

curriculum and access during the day· Improve handicap accessibility· Increase the number of faculty apartments· Preserve the historic nature and human scale

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CA can better prepare students to make a difference in the world by blurring the boundaries of the classroom, bringing more of the world to Concord and also getting students out in the world, thereby working toward a “boundless campus.” To get there, the school will support collaborations with the local

community and enhance students’ global competencies in ways that will inform their experiences here and beyond. Support for and transportation to local and regional day trips will be improved so that students can better take advantage of Boston and Cambridge’s world-class cultural programs.

CONNECTING CA AND THE WORLD

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For seven years, the InSPIRE program (Interested Students Pursuing Intern-ship and Research Experiences) has been sending CA students out into the world for summer experiences in science-related fields. Participants have shadowed neurosurgeons in hospitals, worked in research labs, and witnessed what it’s like to work in industry, for example. “Students get to see, ‘So this is what it’s like to be a mechanical engi-neering researcher,’” the Science Depart-ment’s Amy Kumpel says. And by the same token, the world gets a chance to see the quality of CA students.

Now that these relationships are forged, Kumpel says the department is looking into the next step: how to bring some of what the students have learned back to CA. A student who conducted research in a lab might dem-onstrate the methods she learned over the summer to the advanced biology class, for example.

Bringing people to campus whose life experiences are different from the majority of our population “is going to matter,” says Ayres Stiles-Hall, an English teacher and member of the Community and Equity group. “It’s going to challenge the assumptions that underpin some of their lives. Students here have both the opportunity and the responsibility to push back against those assumptions, and we can help make that happen by broadening their exposure to people of different back-grounds and ideas.”

Above, Randall Kennedy, a profes-sor at Harvard Law School, was the 2014 MLK Day speaker at CA, where he discussed the social and legal lega-cies of the Civil Rights Movement.

Over the summer, the Institute of Con-temporary Art/Boston partnered with Concord Academy and Reggie Wilson, artistic director of Brooklyn’s Fist and Heel Performance Group, for a week-long program that culminated in a pro-duction for 400 visitors (for more, see page 9). Last winter, Rashaun Mitchell

’96 partnered with CA and the ICA for a performance, pictured above. These events, and the many others organized by Amy Spencer and Richard Colton of the Performing Arts Department and others, give students “the opportunity to imagine the different paths they could take as they move through the world,” Spencer says.

S U M M E R I N T E R N S H I P S

C O M M U N I T Y A N D E Q U I T Y S P E A K E R S E R I E S

P E R F O R M A N C E PA R T N E R S H I P S

‘I’m proud of our desire to preserve value and history, and not simply to make it completely new.’



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EXPANDING POSSIBILITY

Additional Priorities

Several projects will follow in subsequent stages of the Centennial Plan, among them a renovation of the ASL (the lobby of the Student-Faculty Center) to create a Campus Center, an expanded library, additional residential life improvements, CA Studio, and a West Green.

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C A M P U S C E N T E R & L I B R A R Y

This phase of the project will focus on repurposing and renovating the ASL to create a campus center, an expanded library, and shared resources, along with increased accessibility to CA Labs and improved pedestrian flow throughout.

R E S I D E N T I A L L I F E C U R R I C U L U M

Updating the student houses will allow us to develop a curriculum specific to our residential community, covering adolescent-life issues that families might discuss around the dinner table, for example. “We want to foster the comfort level that’s felt in a home,” says Annie Bailey, the director of residential life.

C A S T U D I O

With the success of the tennis facilities at the Moriarty Athletic Campus, the West Gate tennis courts offer the opportunity to create a new facility for multidisci-plinary learning and the performing arts. CA Studio will replace the original courts and support a state-of-the-art theatre, music, film, and collaborative projects. It will also create gallery space in which to display the extraordinary range of creative work produced by our students.

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W E S T G R E E N

The west side of campus will be improved by the addition of new green areas that will provide more open space for campus residents, a balancing of the east and west sides of campus, and a showcase for CA Studios. The planned facilities will knit together the campus community.

W A N T T O L E A R N M O R E A B O U T T H E C E N T E N N I A L P L A N ?

STAY INFORMED, STAY INVOLVED

Thank you for reading about our plans to ensure Concord Academy’s next 100 years are as vibrant as its first. This work is critical, and we need you to spread the news, to share your ideas, and to get involved. This is your community, and this is CA’s future. It’s a vision we are very, very excited about.

What we have included in these pages is only an overview. We invite you to learn more on the website, concord100.org, where you will find a video about the plan and more. Over the coming months and years, we will be sharing updates with you here, in the magazine, as well as online. We encourage you to learn more about this plan and to stay involved in its progress.

Thank you for your interest, and for sharing in our excitement.

Please visit the website concord100.org for much more.

Every improvement to the school’s physical spaces, whether buildings or landscape, will strengthen CA’s mission and its ability to meet the next century with the same vigor and excellence for which it has been known since 1922.

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Commencement 2014

Photographs by Tim Morse

Philippe Petit, the high-wire artist who famously walked between the Twin Towers in 1974—a feat that was documented in the 2009 Academy Award-winning film Man on Wire—spoke to the

class of 2014 about leaving solid footing to take that first step into the air. Wire walking makes a tidy metaphor for graduation, it turns out.

“Commencement: I love that word,” he said, “because for me, as a wire walker, it means that first step, the very beginning, when I detach myself from the tangible and become aerial.” Petit counseled the seniors to go forth into the world, as he does into the air, with focus and strength, with confidence in their intuition, and with poetry and passion.

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Reunion WeekendAbout 350 alumnae/i, friends, family, and faculty convened on campus from June 6 – 8, 2014. The weekend was filled with activities, including an array of panels and presentations, a memorial service, and many opportunities

to learn about the work of alumnae/i out in the world. But most importantly, the weekend was a chance for people to come together on campus, to rekindle lifelong friendships and spark new ones.

Photographs by Kristie Gillooly

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Robin Alden ’69 was the 2014 recipient of the Joan Shaw Herman Distinguished Service Award. Learn more about her work at right.

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2 0 1 4 J O A N S H A W H E R M A N D I S T I N G U I S H E D S E R V I C E A W A R D

LARGE SCALE AND LOCALA model for fisheries management points a new way forward,

marrying old-fashioned community organizing and the latest science

ON DECEMBER 1, after years of depleted stocks, Maine’s near-shore sea scallop fishery will launch its third come-back season — a success attributed to a system piloted by the Penobscot East Resource Center, an organization Robin Alden ’69 co-founded in 2003. She received the 2014 Joan Shaw Herman Distinguished Service Award at reunion, where she spoke about co-management and its potential as a model, so that in the future other near-shore fisheries might experience the same success as the scallops. To understand the long arc of the scallop story, it helps to know about the creatures themselves. They can propel themselves through the water by pump-ing their shells together, but mainly they cluster in dense beds in the darkness of the ocean floor. That habit makes them an easy catch, particularly for lobstermen looking to fill their boats from December to March. Sure enough, after years of heavy fishing, those slow-moving bivalves nearly disap-peared from Maine’s near-shore waters. In 2009, the state decided to attempt to revive the fishery and closed large areas

for a period of three years. Penobscot East started working with local fishermen using a process called Community Fisheries Action Roundtable, or C-FAR, to assist in the complex process of determining how to best re-open and manage rebuilt areas after three years. The organization convened almost 100 workshops with fishermen, whose partici-pation was needed to manage the area and who would bear the brunt of the decisions. Later, Penobscot East integrated its work with the state scallop managers’ outreach meetings. The conversations focused on values and, very gradually, began to build trust. “This is community organizing at the most basic level,” Alden says. Through deliberately facilitated meetings, where everyone had a chance to have their say, a path through the complexity — what’s best for the scallops, the fishermen, and the community, and what does science have to add — started to appear. In the areas where Penobscot East employed these co-management tech-niques, the negotiations proceeded more smoothly and the scallops ultimately fared

better. Now, those fishermen participate in a real-time feedback loop with the state agency, using cell phones to text their observations about their catches. At the same time, marine patrols and state scientists can provide an official and sci-entific perspective on changes in the fish-ery. Using that real-time data, “The state agency is able to make reactive decisions,” Alden says. “And as a result, the catch has been regulated.” In a dynamic, iterative system like this, “You never get it right, you just do the best you can,” Alden says. But by working on a highly local level and using multilayered decision-making, they are successfully tackling complex systems. The state of Maine took notice, and the National Oce-anic and Atmospheric Administration has asked Penobscot East Resource Center to explore what an expanded co-managed system might look like on a much larger scale, for the eastern gulf of Maine. Over time, Alden hopes, the program might reach even more distant shores.

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New Trustees

UPCOMING EVENTSNovember 19CA Talk by 2014 Davidson Lecturer Sarah Bartlett ’73Dean of the CUNY Graduate School of JournalismThe Liberty HotelBoston, 6:30 p.m.

November 26Young Alumnae/i Winter PartyMeadhall Cambridge, Mass., 8 p.m.

December 18CAYAC Welcome Back BreakfastConcord Academy, 10 a.m.

January 25C&E Alumnae/i and Student BowlingJillian’s & Lucky StrikeBoston, 3 p.m.

January 28Hall Fellow Lecture by Dr. Howard E. Gardner P’94, ’90, ’87

John H. and Elisabeth A.Hobbs Professor of Cognition and Education at the Harvard Graduate School of Education

Concord Academy, 7:30 p.m.

March 8NYC Student Engagement Trip and Alumnae/i Dinner

April 8CA Talk (speaker TBD)The Hamilton600 14th St. NW, Washington, D.C., 6:30 p.m.

May 28 – 29Baccalaureate and Commencement

June 5 – 7Reunion Weekend

Mary Wadsworth Darby ’68 is the founder and managing director of Peridot Asia Advisors, a firm focus-ing on cross-border transactions and strategic advisory services for firms doing business in greater China. She is also a senior research scholar of the Chazen Institute at Columbia Business School. Darby began her career as a management consultant in the first group of businesses to travel to China after the historic Nixon-Kissinger opening. She joined Chase Manhattan Bank’s Pacific Advisory Group, was a member of the first Chase Bank delega-tion to Beijing with David Rockefeller, and served as executive director of the America-China Society. She headed the Asia Desk at Morgan Stanley in New York and was acting head of Morgan Stanley Investment Management in Hong Kong. She serves on a number of educational and foundation boards and is a member of the Council on Foreign Relations. She speaks Mandarin. Darby received a B.A. from Princeton and M.B.A. and M.I.A. degrees from Columbia. Mary and hus-band Lawrence live in Tuxedo Park, N.Y.; their twin children are Abigail and Lawrence.

Peggy Walker ’63 was founder and for 17 years a sole practitioner at MarBeth Consulting. She also worked in large corporations and at a small new product/marketing consulting business. Her career focused on finance, marketing and brand management, advertising, and market-driven strategy devel-opment and strategic planning. She has degrees from Vassar and Harvard Business School. Walker serves on the board of directors of Healthy Schools Campaign in Chicago, where she lives. She was a CA trustee from 1980 – 82, served on the Annual Giving Committee of the Alumnae/i Council from 2006 – 08, and volunteered for 1963’s 50th reunion. Her father, Winthrop Walker, was a CA trustee in the 1960s; her niece, Sara Walker ’97, and sister, Sidney Walker ’65, are also alumnae. Her son, Eli Vitulli, is pursuing a Ph.D. in gender studies. In retirement, she travels extensively and accom-panies herself with an amplified acoustic guitar, play-ing rock and roll in Chicago bars.

Joan Konuk P’12, ’16President of CA ParentsA tireless volunteer for CA since 2008, Konuk has co-chaired the CA Parents spring community event, served as vice president of CA Parents Community Support, chaired the Parent-to-Parent program, and guided admissions tours, to name just a few of her contributions. Beyond Concord, Konuk is studying education at Lesley University and volunteers as an interviewer

for Brown. She volunteers for Lawrence Academy’s annual fund and was a board member and grade-level advisor for the National Charity League, Inc. Previously, she was director of market research and analysis at MarketPlace Development, a Boston retail development and management company that partners with airports and airlines. After graduat-ing from Brown and Harvard’s Kennedy School of Government, she worked on transportation and real-estate development projects for the Massachusetts Port Authority and the Port Authority of New York and New Jersey. The mother of Aidan ’12, Olivia (Lawrence Academy ’14), and Julia ’16, Konuk and husband Enis live in Carlisle, Mass.

Jamie Klickstein ’86, P’15President of the Alumnae/i AssociationKlickstein is the director of marketing operations at Oliver Wyman, a global management consulting firm with more than 3,000 professionals. He is respon-sible for managing global market-ing logistics and supervising the activation of global brand building efforts through advertising, sponsor-ships, and customer relationship management. He looks forward to helping CA identify areas to build, communicate, and socialize its brand. He has volunteered in a multitude of roles at CA, including vice president of the Alumnae/i Association and chair of outreach, vice chair of Alumnae/i Annual Giving, chair of the CA Alumnae/i Admissions Committee, admissions interviewer, and as an Annual Fund volunteer. Klickstein enjoys a range of outdoor endur-ance activities, such as backcountry skiing, running, and climbing. He lives in Carlisle, Mass., with wife Kathryn, daughter Lindsay ’15, and son Ethan.

John J. Moriarty P’02, ’05, ’07Life TrusteeJohn J. Moriarty served as president of the Board of Trustees from 2009–13 and has been on the board since 1999. He has served as an officer on the board of the Nashoba Brooks School; president of the board of Belmont Day School; a member of the facilities committee at the Fenn School; and a member of the board of directors of the Winchester Co-operative Bank. He graduated from Phillips Academy in Andover and Johns Hopkins University. Since 1985, he has been president of John Moriarty & Associates, a commercial building contractor with offices in Massachusetts, Connecticut, Virginia, Florida, and North Carolina. Moriarty founded the firm after 12 years with Turner Construction, Inc. He lives in Winchester, Mass., with his wife, Carol. His children are Kate ’02, Claire ’05, and John ’07.

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Leadership DonorsW I T H T R E M E N D O U S gratitude, Concord Academy thanks the following donors who made leadership gifts or pledges to CA’s programs and funds during the 2013–14 fiscal year (July 1, 2013, through June 30, 2014).

Founders’ Circle ($50,000 +)

Anonymous (5)Elizabeth Smith Bagby ’40Elizabeth Ballantine ’66 and Paul Leavitt Bruce Beal ’88Lisa and Thomas Blumenthal p’11, ’15Elizabeth Mallinckrodt Bryden ’64 Ann and George Colony p’13Matthew Deitch ’05Ursula and Jason Gregg p’04, ’08, ’15Vicky Huber ’75 and Tony Brooke, Trustee, p’07, ’09, ’13Jennifer Johnson ’59 gp’04, ’08, ’15Richard Lumpkin Amelia Lloyd McCarthy ’89, Trustee, p’17Lucy-Ann McFadden ’70 Kim Williams, Trustee, and Trevor Miller p’08, ’14Carol Moriarty and John Moriarty, Life Trustee, p’02, ’05, ’07 Karen and Jeffrey Packman p’14, ’17Estate of Cynthia Phelps ’64 Amy and Jonathan Poorvu p’14Anna Winter Rasmussen and Neil Rasmussen, Trustee, p’10, ’15Cynthia and John ReedKatharine Rea Schmitt ’62, Trustee, and Thomas Schmitt p’88Ann and Douglas Sharpe p’14Estate of Anne Michie Sherman ’39Fay Lampert Shutzer ’65, TrusteeJames Sprague p’14 Carolyn and Eric Stein p’11, ’14, ’17Thanawat Trivisvavet ’97Lisa McGovern and Jonathan Wallace p’08

Chapel Circle ($25,000 – $49,999)

Anonymous (2)Robert Biggar ’87Joanne Casper, Trustee, and Wendell Colson p’11 Keith Gelb ’88 Joanna Fung and Matthew Ginsburg p’16Rosemarie Johnson, Trustee, and Steve Johnson p’14Estate of Helen Whiting Livingston ’41, p’78Mary Ann Mattoon and Peter Mattoon, Trustee, p’13Stephen and Kristin Mugford p’16

Report of Giving

THANK YOU to the 2,263 alumnae/i, faculty, parents, staff, students, and friends who pledged and gave a

record $9,374,838 to Concord Academy in 2013–14. The Annual Fund exceeded $2.9 million for the second year, and the Parent Annual Fund also reached a record $1,097,982. Your generosity and the impact you have on this community are inspiring. We are grateful for your commitment to Concord Academy and the resources you provided that have allowed Concord Academy students to discover their talents and create their own stories.

As we look to CA’s future, we eagerly anticipate many more successes and discoveries, thanks to your continued partnership and support for all that happens at this school. Thank you again for supporting our mission and making a difference for Concord Academy.

Rick Hardy Kim Williams P’08, ’14Head of School President, Board of Trustees Dresden Endowed Chair

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Jennifer Pline, Trustee, and Hans Oettgen p’13, ’15Linda Hammett Ory and Andrew Ory p’16Linda Hammett Ory and Andrew Ory Charitable Trust Derrick Pang ’93, TrusteeJane and Neil Pappalardo gp’12, ’17Leila Parke and Kevin Parke, Trustee, p’12, ’15Sharon and J. Hoyle Rymer p’14Martha Taft ’65Christine and Donald Thompson p’16Nina Urban ’80, p’11, ’17 Mr. and Mrs. Wandi Wanandi p’13, ’15Catherine and Chris Welles p’14Jane and James Wilson p’11Jody and Royce Yudkoff p’14

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

Anonymous (4)The Aloian Family p’03Kathleen Fisk Ames ’65, Life Trustee, and Charles Ames p’95Steven Bercu p’10, ’11, ’15Frances Brown p’04, ’14 Linda Mason and Roger Brown p’07, ’14Jennifer Burleigh ’85Suzie and Carl Byers p’17 Amy Cammann Cholnoky ’73, TrusteeArthur Demoulas p’15Molly Eberle and Jeffrey Eberle, Trustee, p’99, ’04Athena and George Edmonds p’11Marian Ferguson ’63 Isabel Fonseca ’79Lucy Eddy Fox ’69 Pam Nelson and Peter Fritschel p’14Denise and Eric Haartz p’14Caroline Herrick ’64Andrea and Frederick Hoff p’17Kerry and Paul Hoffman p’14Gale Hurd ’61Ann and John Jacobs p’12Lucinda Jewell ’76Althea and J. David Kaemmer p’09, ’12 Lisa and Stephen Knight p’17Joan and Enis Konuk p’12, ’16Daniel Kramarsky ’79Marian Lindberg ’72, p’14Bin Zhao and Donghai Liu p’15Nancy Traversy and Martin Lueck p’11, ’13, ’15Mary Adler Malhotra ’78 and Vikram Malhotra p’10 Anne Punzak Marcus and Paul Marcus p’17Jill Conway Mehl ’85, TrusteeJudith Bourne Newbold ’55, p’78Susan Packard Orr ’64Lisa Botticelli and Raymond Pohl p’08, ’14Ann Benson Reece ’59Haeyoung Kim and Dong-Joon Shin p’14, ’17Amy and Adam Simon p’15Andrea Sussman and Andrew Troop p’09, ’13Mary and Thomas Urban p’78, ’80, gp’11, ’17

Mary Wadleigh ’64, p’97Susan and Richard Walters p’11, ’16Debra and Armand Zildjian p’15

Main Gate Circle ($5,000 – $9,999)

Anonymous (3)Debra Dellanina-Alvarez, Trustee, and Juan Alvarez p’10, ’14Diana Chigas and George Antoniadis p’15Mary Shaw Beard ’50Jean and Henry Becton, Jr. p’96, ’02 Elizabeth Brown ’70 and Nick Bothfeld p’08Sandra Dejong and Stuart Brown p’17Amanda Dean and Jonathan Bush p’16Jie Hua Ruan and Yun Cao p’15Kathleen and Charles Carey p’04Patricia O’Hagan and Alex Chatfield p’14Irene Chu ’76Jamie Wade Comstock ’82 and Richard Comstock p’17Joan DiGiovanni-D’Arcy and Thomas D’Arcy p’08, ’16Carolyn Smith Davies ’55 Alexander Dichter ’85Eliza Howe Earle ’67eeg-cowles Foundation Lucy Rand Everts ’41, p’71* Mary Wixted and David Farnsworth p’15 Katherine and Charles Feininger ’84, p’16 Tracy and Joseph Finnegan p’15Marion Freeman ’69, Life Trustee, and Corson EllisWinnie and Al Gallup gp’89, ’99 Rebecca and Marc Gamble p’17Julie Faber and John Goldberg p’11, ’14Kathleen and John Green, Jr. p’91Adele Gagne and Richard G. HardyJacqueline Bernat and Adam Hetnarski p’17Mary Leigh Morse Houston ’47, p’74 Elizabeth Hubbard ’82Sarah Faulkner Hugenberger ’94 Pon and Daniel Hunter p’14 Youngha Nam and Wonhee Hwang p’17Natalie Rice Ireland ’64Jennifer Fenton-Jones and Christopher Jones p’15 Qunying Gu and Wei Ju p’14Jennifer Keller ’86Kum Suk Kuk and Hui Bong Kim p’17Sun Young Woo and Myeong Chul Kim p’15Stephen Kramarsky ’85 Jini Kim and Jong Won Lee p’16 Myung Su Yoo and Heung Sig Lim p’13Lan Shao and Wenxiong Lu p’16Kim Syman and JB Lyon p’16Sumita and Vijay Manwani p’16Matthew McCahill ’95Stephanie Starr McCormick-Goodhart ’80 and Leander McCormick-Goodhart p’08, ’12Susan and Thomas Miller p’08, ’12Lisa Fitzgibbons and Christopher Mines p’14, ’17Alison and Bob Murchison p’12

31 alumnae/i participated in a

leadership giving challenge for the

classes of the 1980s and 1990s,

yielding more than $80,000 in

new leadership dollars and earning

$35,000 from the two alumnae/i

challengers.

96%of CA’s faculty and staff

supported the Annual Fund.

75%of CA parents gave to the

Annual Fund.

97%of parents of the class of 2014 raised an impressive $991,394

for the Senior Parent Gifts

Program, supporting the Faculty

Leadership Fund.

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Deborah Golodetz New ’84 and Jonathan New p’11, ’14 Lauren Norton ’77David ParkerErin and Brian Pastuszenski p’10 Wendy Powers ’74Katrina Pugh ’83Lori Van Hout and James Rioux p’17Etta and Mark Rosen p’97, ’06 Susan and Beau Ryan p’15, ’17Olivia Howard Sabine ’97, TrusteeSusan Cunio Salem and James Salem p’14Denise Rueppel Santomero ’77Benjamin Sloss ’87Diana Dennison Smith ’64Jill Soffer ’77Anne Gaud Tinker ’63Leslie and Walter Tsui p’15, ’16Stuart Warner ’77Anne Brewster and Frederick Weyerhaeuser p’15, ’17Linden Havemeyer Wise ’70, Life TrusteeHeYing and Zheng Chang Yong p’14

1922 Circle ($1,922 – $4,999)

Anonymous (7)Debby Setiawan and Sunredi Admadjaja ’90, p’15Diane Woo-Ahn and Nelson Ahn p’16William Baker p’13Holladay Rust Bank ’72Tess Munro Bauta ’94Samuel Becker ’91Wendy Bennett ’72Elisabeth Bentley ’81Sarah Lamb and Edward Black p’14Peter Blacklow ’87 Betsy Blume ’82Louisa Bradford ’69Charlene and Jeffrey Briggs ’80, p’12, ’13Jennifer Caskey ’67Susan and Dino Cattaneo p’17George Chang ’88Sarah and Evans Cheeseman, Jr. p’97Natalie Churchill ’60Charles Collier ’85Elizabeth Awalt and John Conley p’10, ’16Fan Zhang and Xingjiang Dai p’14Mary Wadsworth Darby ’68 Rebecca Derby ’84 William Dewey ’84Sallie and Nathaniel Dodge p’14Ruth and Douglas Dunbar p’74, ’77Lisa Eckstein ’93Gay Ellis ’66 and Robert Brown p’87Karen Davidson and Edward Evantash p’16Drew Gilpin Faust ’64Andrea Campbell and Allen Feinstein p’15Michael Firestone ’01, TrusteePeter Fisher ’74 Lisa Frusztajer ’80, Trustee, and Larry Tye p’10Nina Frusztajer ’82

Alexandra Klickstein Glazier ’89David Goldberg ’88Margaret Morgan Grasselli ’68Elizabeth Green ’91Abigail Faulkner and Hobart Guion p’15Ann and Graham Gund p’08 Susan Hall Mygatt p’99, ’01 Wendy Hamilton p’00Andrew Heimert ’89Corey Hoffstein ’05Kimberly Holden ’84Andrew Hoppin ’89Wisam Omran and Muhammad Itani p’16Sandra Willett Jackson ’61 J. Brown Johnson ’70Jean Jones ’73Jacqueline Kane ’83Dona and Michael Kemp p’94, ’97Cynthia and Richard Kennelly p’16Jared Keyes ’79Seon Hwa Woo and Chang Geun Kim p’14Yunmi and Heesuk Kim p’16Holly Moon and Steve Kim p’11William Klebenov ’87Julia and Nai Ko p’89, ’91, ’96Wellington Koo ’89Michele Houdek and Doug Koplow p’16Deborah Baskin and Robert Larsen p’17Joan Corbin Lawson ’49, p’80Sarah and Ken Lazarus p’15, ’17Yunhee and Byeong Cheol Lee p’12Sandra and Carl Lehner p’08, ’11Rebecca Kadish and Robert Levine p’15Theresa and John Levinson p’12Jonathan Lewin ’93Jean Yang and Howard Liang p’16Peier Lu and Jian Lin p’17Han-Ting and Ju-Wen Lin p’12Anne Maffei ’85Kim and Stephen Maire p’06Massachusetts Cultural CouncilCaren Ponty and Ira Moskowitz p’11, ’14Wanfang and Russ Murray p’06, ’13Edward Nicolson ’83Marion Odence-Ford ’82Madavi and Gaugarin Oliver p’15, ’17Sally Dabney Parker ’55Danielle Urban Pedreira ’89Wenfang Xu and Wenge Peng p’16Evgenia Peretz ’87Mary Poole ’59Ann Wilson Porteus ’59Leigh Gilmore and Thomas Pounds p’15Julia Preston ’69Margaret Ramsey and John McCluskey p’09Robin and Howard Reisman p’05Carmin Reiss and Eric Green p’07, ’11Victoria Robinson and Magdaline Caradimitropoulo p’16Jie and Emmanuel Roche p’14Alexander Rosen ’04Margaret and David Rost p’13, ’15Deborah and Channing Russell p’90, ’94, ’04Charlotte and Karim Sahyoun p’12, ’15

Susan Pickman Sargent ’64Harriet Sayre McCord ’74Susanne and Walther Schoeller p’15Lee Shane ’85Nancy Megowen Shane ’51, p’85*Katherine Shea p’16Qi Zhou and Jian Shen p’07, ’17Theresa Huang and Jacky Shum p’14Margaret Moran and Charles Silva p’15 Bonnie SimonRebecca Buxbaum Simons ’87Catherine Smith ’71Nancy Bentick-Smith Soulette ’63J. Cullen Stanley ’80Sarah Cosgrove Stoker ’89Judi Seldin and Ron Stoloff p’15Christy and Charlie Stolper p’07Lynne and Douglas Stotz p’15Kelsey Stratton ’99Mei-Li Wang and Liang-Chih Su p’14Yun Sook and Jung-Ho Suh p’05Ann Fritts Syring ’64Marta and Geoffrey Taylor p’13, ’17Polly Hoppin and Robert Thomas p’14Ethan Thurow ’94Carol Kazmer and Barry Trimmer p’13, ’15Jennifer Urban ’86Girija and Sanjeev Verma p’13, ’17Sidney Walker p’63, ’65, gp’97Kathleen Harris and Terrence Warzecha p’15Gail Weinmann ’67E. Whitney Ransome and Thomas Wilcox p’01Caroline and Robert Winneg p’16Rebecca Schotland Wolsk ’89Chang Hee Kim and Whan Sik Won p’14Ruth Einstein and Rick Yeiser p’06Myung Jun Seol and Yong Dong Yeo p’17Sandra Yusen ’86

Senior Steps CircleEstablished to distinguish emerging leadership donors to the school, the Senior Steps Circle recognizes young alumnae/i in the classes of 1999 to 2013.

Anonymous (2)DeWitt Clemens ’09Russell Cohen ’09Janet Comenos ’04Cameron Crary ’03Krongkamol de Leon ’08Alexis Deane ’03Nicholas Deane ’01Matthew Deitch ’05Michael Firestone ’01, TrusteeAdam Fried ’05Corey Hoffstein ’05Jennifer Imrich ’04Rebecca Imrich ’10William Jacobs ’12E. Christopher Kern ’01Xiaoran Li ’02Anne Mancini ’01

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Noah McCormack ’00Zoe McGee ’12Alexander Milona ’11Claire Moriarty ’05Francesca Normile ’09Nora Normile ’11Ross Palley ’07Jeremiah Parker ’99William Perkins ’13Joshua Reed-Diawuoh ’09Alexander Rosen ’04Alexander Russell ’04Stephen Sarno ’11Samantha Siegal ’04Tyler Stone ’05Kelsey Stratton ’99Jay Tucker ’05Alexander Walters ’11Yun Mei Weng ’12

Chameleon CircleConcord Academy expresses its deep gratitude to the Chameleon Circle members for supporting future generations of students. The Chameleon Circle honors those alumnae/i, parents, current and former members of the faculty and staff, and friends who have remembered Concord Academy in their estate plans and/or have entered into life income gift arrangements to benefit the school.

Anonymous (1) Kathleen Fisk Ames ’65, Life Trustee, and Charles Ames p’95Wendy Arnold ’65John Arsenault ’06Elizabeth Smith Bagby ’40Benjamin Bailey ’91William Bailey p’87, ’88, ’91Caroline Ballard ’72Holladay Rust Bank ’72Myrtle and John Barber p’80 Anne Bartlett ’75Susan Bastress ’70Alice Beal ’68Nancy and Norman Beecher p’70, ’72, ’76

Patricia Wolcott Berger ’47Sally Farnsworth Blackett ’58Elizabeth Fenollosa Boege ’61 and Sheldon Boege Rachel Countryman and John BrackerKathryn and David Burmon p’01Jennifer Caskey ’67Natalie Churchill ’60Nancy Parker Clark ’38, p’60, ’66, gp’93Phyllis and Lewis Cohen p’91Jamie Wade Comstock ’82 and Richard Comstock p’17Nancy Colt Couch ’50* and Nathan Couch p’75 Lucy Faulkner Davison ’52Anna and Peter Davol p’88, ’93Ann Bemis Day ’48Muriel Desloovere ’67Marian Ferguson ’63 Abigail Fisher ’82Dexter Foss ’41 Sarah Foss ’41Marion Freeman ’69, Life Trustee, and Corson EllisSally Newhall Freestone ’62Keith Gelb ’88Cynthia Gorey ’82Deborah GrayElizabeth Green ’91Kathleen Green p’91 Rhonda and Alexander Gunn p’84, ’87Beverly Vassar Haas p’93, ’95, ’00Susan Hall Mygatt p’99, ’01David Hamilton p’00Andrew Herwitz ’79Erik Hestnes ’79Sarah Hewitt ’75Mary Leigh Morse Houston ’47, p’74Elizabeth Hubbard ’82Gale Hurd ’61Sandra Willett Jackson ’61Lucinda Jewell ’76Jennifer Johnson ’59, gp’04, ’08, ’15 Jennifer Keller ’86Alison Smith Lauriat ’64, p’94, ’96 Marian Lindberg ’72, p’14Lucia Woods Lindley ’55Pauline Lord ’68, p’04 Mark Lu ’91

Philip McFarland p’80, ’84Sylvia MendenhallElissa Meyers Middleton ’86Eleanor Bingham Miller ’64Phebe Miller ’67Melissa Moye ’76Sylvia Fitts Napier ’57Pamela and Paul NessElizabeth Haight O’Connell ’72Mary Poole ’59Anne Hart Pope ’66, p’89Edith Rea ’69Rosamond Smith Rea ’71Elizabeth Hall Richardson ’55Cary Ridder ’68Denise Rueppel Santomero ’77Cynthia Perrin Schneider ’71Elizabeth Simpson ’72Sally Sanford and Lowell Smith p’05, ’08Jorge Solares-Parkhurst ’94Diane and Michael Spence p’04Nathaniel Stevens ’84Sandy and Lucille StottElizabeth Hauge Sword ’75Ann Fritts Syring ’64Martha Taft ’65Stephen TeichgraeberKaren Braucher Tobin ’71Edith Daniels Tucker ’48 Nancy and Peter Van Roekens gp’13Mary Wadleigh ’64, p’97Peter Wallis ’76Stuart Warner ’77Victoria Wesson ’61Wendy White ’64E. Whitney Ransome and Thomas Wilcox p’01Penelope Brown Willing ’61Linden Havemeyer Wise ’70, Life TrusteeEdith Clarke Wolff ’47Marcia Johnston Wood ’75Elizabeth Lund Zahniser ’71

*Deceased between July 1, 2013, and June 30, 2014

Gifts of $1 to $1,000 came from

85%of Annual Fund donors.

56% of alumnae/i have given

to the Annual Fund

over the last five years.

A RECORD

25% of CA’s most recent graduates (classes of 1999 to 2013) gave

to the Annual Fund.

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I N M E M O R I A M

b

Lynn Bartlett father of Anne Bartlett ’75

Katherine Flather Breen ’48 cousin of the late Alice Newell ’30

Eileen Kennedy Burgermeister ’79

Isabella Choate ’70

Harry Chou father of Thomas Chou ’74

Joseph Coreth husband of Margaret Graham Coreth ’57 and brother-in-law of Katherine Graham ’64

Joan Etnier Doane ’54

Mary Thorpe Ellison ’40

Holly Nesmith Fordyce ’57 sister of Pauline Nesmith Lockett ’61

Suzanna Seymour Gaeddert ’81

Helen Hardcastle Gates ’57

Joan Gill mother of Elizabeth Gill Morris ’66

Nan Harbison former faculty

Helen Hauge mother of Elizabeth Hauge Sword ’75, mother-in-law of Margaret Richey Hauge ’75

Charles Keevil husband of Hannah Snider Keevil ’46

Julian Koenig father of Antonia Koenig ’84 and Sarah Koenig ’86

Jenny Lassen mother of Mary Lassen ’71 and Jane Lassen Bobruff ’78, grandmother of Sara Liebowitz ’99 and David Liebowitz ’02

Ruth Lord mother of Pauline Lord ’68 and grandmother of Megan Harlow ’04

John Magee father of Catherine Magee Milligan ’69

Joan Pifer Michaels ’31 sister of the late Betsy Pifer Rush ’37

Samuel Newbury brother of Nancy Newbury-Andresen ’57, uncle of N. Elizabeth Newbury ’98, son of the late Anne Chamberlin Newbury ’29, nephew of the late Francis Newbury Roddy ’33 and the late Sophie Chamberlin Alway ’33

Everett Parker husband of Sally Dabney Parker ’55

Sally Dabney Parker ’55

Virginia Vialle Pratt ’34

Richard Rockefeller brother of Neva Rockefeller Goodwin ’62, uncle of Miranda Kaiser ’89, and cousin of Alida Rockefeller Messinger ’67

Lawrence Rosenfeld father of Jan Rosenfeld ’73 and Amy Rosenfeld ’84

Betsy Pifer Rush ’37 sister of the late Joan Pifer Michaels ’31

Rebecca Ruquist former faculty

Nancy Megowen Shane ’51 mother of Lee Shane ’85, aunt of Gretchen Megowen ’72 and William Megowen ’74, and aunt-in-law of Alicia Barbour Megowen ’75

Samuel Shepherd ’84

Barbara Mechem Smith ’38 cousin of the late Julie Turner McNulty ’41

John Stafford grandfather of Lena Stein ’11, Audrey Stein ’14, and Natalie Stein ’17

Janet Ward Stephens ’53

Frank Topper husband of Elizabeth Ritchie Topper ’52

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