2014-2015 hill happenings

Special Insert:Special Insert:2013/20142013/2014Report of GivingReport of Giving

HILLHAPPENINGS

The Chestnut Hill School MagazineWinter 2015

At The Chestnut Hill School, our mission to educate children is deeply rooted in a commitment to academic excellence, diversity, and community.

Through a thoughtfully balanced program that nurtures the whole child, we engage, challenge, andsupport children as they develop the skills and confidence to achieve educational success. As weintentionally build a diverse school community, we value, respect, and educate ourselves about itsresulting gifts and complexities. We foster the growth of our students as responsible, contributing community members who stand up for their beliefs, express their thoughts, and care about the rightsand feelings of others.

HILL HAPPENINGS Winter 2014

EDITORS:Kim Fox

Inger KarlssonSteven B. Tobolsky, Ph. D.

DESIGN AND LAYOUT

Michele Page

PHOTOGRAPHY:Rick Bern

Coffee Pond PhotographyKim FoxJeri Goetz

Linda HughesProphet Parker-McWhorter

Paul RozenfeldJoshua Touster

CONTRIBUTORS

Joseph CoughlinKelsey Derby

Kim Fox Jeri Goetz

Brenda KostykDebra Sullivan

Steven B. Tobolsky, Ph. D.

EDITORIAL BOARD

Head of SchoolSteven B. Tobolsky, Ph.D.

Director of Admission/Enrollment Wendy Borosavage

Former Director of DevelopmentJeri Goetz

Dean of Faculty/Director of StudiesDebra Sullivan

Assistant Director of External RelationsKim Fox

Hill Highlights2 CHS Then and Now

4 Tribute to the Class of 2014

8 Scenes from the Seasons

12 Leadership and Personal ConvictionLeadership and Personal Conviction

16 Looking Through Another’s EyesLooking Through Another’s Eyes

18 Alumni Profile: Hartman Russell ’10

20 Community News: Professional Development

22 Community News: Life Milestones

23 Honoring Joann Greenwood and Carrie Danforth

24 Dinstinguished Alumni Award Recipient: Michael Sherman ’56

26 Class Notes

OUR MISSION STATEMENT

Letter from the Head of School

In a culture where academic

achievement and athletic success are so

highly valued, it is heartening to realize

that contemporary culture also encour-

ages widespread support for the arts.

Indeed, as evidenced both in toddler

programs and in graduate-level pro-

grams, contemporary American cul-

ture has embraced individuals with

innate artistic or musical talent while

continuing to provide assistance for

those for whom these pursuits do not

come easily. We are sometimes tempt-

ed to shield our children from frustra-

tion or failure, but the fact that we

nonetheless encourage them to work

hard at unfamiliar tasks speaks vol-

umes about our ambitions as a nation

and the values that we attach to for-

mal education. At a school such as

Chestnut Hill it is especially gratifying

to know that the Arts and Sciences are

both so strongly supported.

Children of all ages find themselves

entirely captivated by J.K. Rowling’s

treatment of the Dark Arts in the

Harry Potter series. This suggests to

me that we all somehow recognize the

limitations of conventional subjects

and conventional curriculum. For

example, we readily accept the fact

that the students at Hogwarts School

seem never to study spelling or math,

and we seem to favor the idea that

perhaps there really are some deeper

truths. After all, wouldn’t it be fun if

real life were tempered just a little bit

by the power of magic? Wouldn’t an

education be even more meaningful if

it empowered us to develop our hid-

den abilities? Needless to say, I’m

stretching the analogy in order to

make a point. Of course I’m not sug-

gesting that the Chestnut Hill School

should add a new component to its

curriculum. I’m suggesting that such a

component is already in place.

There is no universally agreed-on

language with which to describe this

aspect of the CHS curriculum. In

everyday conversation we often

speak about the importance of

Social and Emotional Learning. In

our Mission Statement we affirm a

commitment to “foster the growth

of our students as responsible, con-

tributing community members who

stand up for their beliefs, express

their thoughts, and care about the

rights and feelings of others.”

In our Statement of Educational

Philosophy we make clear that

our highest ambition is to educate

students “in a diverse, inclusive,

and nurturing community where

learning is infused with meaning,

purpose, and joy.” I am inspired

by language such as this, and yet

I recognize that the language of

everyday childhood cannot be

easily translated. We are grateful

for your participation in the CHS

community. Our hope is that this

edition of Hill Happenings may

provide just a small glimpse into

this magical world.

Steven B. Tobolsky, Ph.D.

Frustration, Magic and Leadership

22

My family has had the pleasure of being part of theChestnut Hill School community for 17 years. Thisjourney began in 1998 when our older daughter

Mary entered as a kindergartener and will culminate in 2015with the graduation of our younger daughter Catherine.Between the time of Mary’s graduation in 2005 and Catherine’sgraduation ten years later, we have seen CHS evolve responsivelyto meet the needs of students and the demands of new technology while maintaining its unique character and traditions.

It is easy to celebrate the school’s proud 150 year history;however, what is trulyinspiring is the capacityof CHS leadership, fac-ulty, and staff to remainso continuously innova-tive. Just consider someof the changes CHS hasimplemented over thelast decade to ensurethat our children havethe technological

literacy and academic skills necessary to learn and live intomorrow’s world. While the creative souvenirs that Marybrought home years ago from the woodshop program are genuine family treasures, the CHS curriculum has been greatlyenriched with programs that expose Catherine and her peers to3D printing, robotics, and engineering. Across CHS, the com-mitment to the creative application of technology is evident.The school’s commitment to a website designed not just toshare information but also to build community is one exampleof such innovation. The integration of iPads in everyday curriculum and new normal of learning and working withonline collaboration tools such as Google Drive are furtherexamples of responsive innovation.

Beyond new technology, CHS faculty have shown thecourage to experiment and embrace new approaches toteaching. Thanks to the use of novel strategies to teach mathematics and the introduction of Latin in the sixth grade, an already strong program has become even stronger.Moreover, the willingness to continuously improve reflects a vibrant faculty, staff, and community.

Innovations notwithstanding, we are also grateful for

By Joseph Coughlin

CHS Then and Now: Transforming Modern Education While Maintaining Tradition

T h e C h e s t n u t H i l l S c h o o l • H i l l H a p p e n i n g s

the important and age-appropriate tradi-tions that both our daughters have beenfortunate to experience. While rigorous,the 6th grade program (both in 2005 andin 2015) has been able to provide a levelof preparation for middle school that fewschools can match. Outside the class-room, uniquely CHS experiences provideadditional opportunities for growth aswell. For example, the Farm School tripcreates memories while giving a safeopportunity for self-discovery and learn-ing how to work with others—or, inCatherine’s case, how to milk a cow with-out being kicked. CHS’s seasonal concerts,plays, sixth grade musical, and graduationspeeches are more than examples of theschool’s commitment to the arts and com-munity; indeed, these CHS traditionstaught both of our girls how to speak andpresent themselves before a group. Yearslater, my wife Emily and I believe thatCHS has been integral to Mary’s successin high school, college, and now in herinterviews for life after college.

Through years of students, parents,

staff, afterschool, faculty, and three Headsof School, my family has been fortunateto be part of CHS. This is a special place that embraces innovation, treasuresdiverse traditions, and maintains a com-mitment to care and prepare our childrenfor life tomorrow. For my family, the CHScommunity has maintained the specialfeeling that we sensed as prospective par-ents in 1998, and now as ‘graduating’parents in 2015—the feeling that whenwe say “have a good day” to our children at drop off, we are leaving them with family.

4

Congratulations to our 2014 Graduates

CARLY BILYEW-CONN

Dana Hall School

“I would like to thank my class.Without them I would not havehad the support I needed. Thankyou CHS, I will miss you so much.You are the water and sun everyseed here needs to grow, andClass of 2014 we are ready tobloom.”

LUCY BINDER

Winsor School

“It is because of all my friends thatI am me - the reason that I standout and not blend in. I will makemore friends when I leave, butfriendship is not an erasable bond.And I know that I will never forgetyou, any of you. Let this not be agoodbye, but a see you later.”

AIDAN CARROLL

Beaver Country DaySchool

“Thinking ahead, I am lookingforward to all of the fun experi-ences that I will have at my newschool with old friends from CHSand the new friends that I amsure to meet. But, I promise, ‘l’llbe back!’”

SÉAMUS DALLMAN

Milton Academy

“CHS is a community, a placewhere you go to learn new things,to see friends who are like family,and to make memories.“

SOPHIE-MARIE CHADHA

Buckingham, Brown & Nichols

Lowell Sportsmanship Award

“CHS gives you the ingredients; and it’syou who makes the ice cream. I’vewhipped up my story here. The cherryis on top. I don’t know what kind of cre-ation I will make at my next school, butwhat I do know is that these past fewyears have been the most meaningfulpart of my life, and an important transi-tion for me. I will always keep my mem-ories of CHS close.”

ALEX DUCHNOWSKI

Beaver Country Day School

“I’d like to thank my family, teachers, and friends for supporting me throughout my years at TheChestnut Hill School. And my finalmessage to the students who are getting so bored right now: hang inthere. Someday, you will be giving aspeech and it will actually matter toyou. Thank you for listening.”

NICHOLAS KOLBAS

Buckingham, Brown &Nichols

“I learned so much from all of theteachers and my fellow class-mates. CHS has really helped toshape me into who I am and who Iwant to be.”

5

LOLA FEARON

Winsor School

Class Agent

“I have grown as a student.Technically, I have grown, but aca-demically, I have grown also. I defi-nitely know a lot more than I did inBeginners. I am going to miss everysingle thing about CHS.”

MAY HENDERSON

Thayer Academy

“CHS has taught me so much,like how to be confident in frontof an audience, how to makefriends, and how to keep up inschool. I think that these skillswill help me at my new school.Thank you CHS!”

ISADORA LAMB


Wendy Lamont Award

“I am going to miss coming toschool here everyday next year, butas I look forward I know that ourclass will always keep in touch.Thank you CHS for an amazing nineyears, I will truly miss you all.”

DAVIS HOWLAND

Charles River School

“The thing that I will miss mosthere is probably being able to fitthe whole school into one gym. Iwill miss being able to look outand see all of the parents andchildren that are part of the CHScommunity.”

HENRY ISSELBACHER

Roxbury Latin School

Class Agent

“I will miss CHS greatly and I holdeveryone in this community dearly tomy heart. Thank you CHS. Thank youfor making me the person I am today.I hope not to forget anyone here, andI know I will never forget any of myfriends. I hope to see each of yousometime soon and I will miss you allso much.”

Sixth grade students experience many traditions at CHS: the Farm School trip, the advisor program, and the

musical, to name a few. The final tradition for 6th grade students involves writing and giving a speech at

graduation. We are proud to honor our class of 2014 and include brief excerpts from those graduation speeches.

6

Congratulations to our 2014 Graduates

CALEB LAZAR

Brown Middle School

“I’m going to miss CHS, and I willalways remember it, but thatdoesn’t mean that I will not moveon. I will, and so will everyoneelse, but the special memories ofCHS will never be lost from mymind.“

CAMDEN MENDIK


“I will miss all of my classmates whoaren’t coming with me and I amhappy that I have a few who are. Ihave to thank everyone who got methis far. I can’t name just one personbecause there are so many.”

JACKSON RIFFE

Belmont Hill School

“While at CHS, I have had ablast! It will be tough for me toleave a wonderful school andcommunity. Overall, CHS hasbeen an amazing experience andI will miss this school immensely.”

ALARA OZGUC

“This school has taught me manythings - the value of friendship,academic skills, and overall lifeskills. I am going to miss myfriends, the community, and theteachers. I would like to thank myfriends for helping me grow as aperson and being amazing overall.Thank you CHS, for everything youhave taught me. Without you, Iwould not be standing here or bethe person I am now.“

TEDDY PYLE

Milton Academy

“CHS helped me make the discov-ery that you don’t have to win tohave fun. There is competition atCHS, but it is friendly and fun.Through PE, sports, field day, andacademics, CHS teaches goodsportsmanship. Thank you to all myteachers, fun classmates, andthank you CHS!”

BROOKE NELSON

Rivers School

Schreiber Family Community Service Award

“I have had an amazing experi-ence at CHS and I cannot believeit is coming to an end. I’d like tothank my parents, sisters, grand-parents, teachers, reading part-ners and friends who havehelped to make these past nineyears a wonderful experience.”

Noble and Greenough School

MAX SCLAR

Rivers School

“During my time at CHS, I havelearned many things. The threemain things I have learned atCHS are to persevere throughtough times, to work hard, and toalways be friendly.”

THIS YEAR AT GRADUATION, THE FOLLOWING STUDENTS WERE HONORED WITH AWARDS:

Distinguished Alumnus Michael Sherman ’56, Brooke Nelson, Sophie-Marie Chadha, CedarZobel-Williams, Lola Fearon, Henry Isselbacher, Isadora Lamb, Head of School Steve Tobolsky

BIIRON SANE

Hillside School

“It’s amazing to think how fasteverything has gone by. I cannotbelieve that I have been at CHSfor a total of nine whole years. Ihave made so many long lastingfriendships. I am looking forwardto the future but know that amgoing to miss everyone andeverything here at CHS too.”

CEDAR ZOBEL-WILLIAMS


Lowell Sportsmanship Award

“I will never forget the friendships Ihave made here at CHS. I will missall of the amazing teachers andhow CHS is such a welcomingcommunity. I want to say thank youto all of the teachers for helping megrow as a person and student.”

Henry Isselbacher and Lola Fearon – Class AgentsSophie-Marie Chadha and Cedar Zobel-Williams

– Lowell Sportsmanship AwardBrooke Nelson – Schreiber Family Community Service Award

Isadora Lamb – Wendy Lamont Award

THE CLASS OF 2014


S c e n e s f r o m t h e S e a s o n s

88

Beginner and Beginner and Pre-K GraduationPre-K GraduationIn June 2014, students from the classes of 2022 and 2021 In June 2014, students from the classes of 2022 and 2021 celebrated their graduation from Beginners and Pre-K.celebrated their graduation from Beginners and Pre-K.

Bike toBike toSchool DaySchool DayStudents and Families Students and Families celebrated the annual “Bikecelebrated the annual “Biketo School Day” in May 2014.to School Day” in May 2014.Despite the rainy conditionsDespite the rainy conditionsstudents were all smiles!students were all smiles!

CarnivalCarnivalCurrent students, alumni, families and friends gatheredCurrent students, alumni, families and friends gatheredtogether for the annual CHS Fall Carnival. This entirely together for the annual CHS Fall Carnival. This entirely volunteer run Family Association event was a huge volunteer run Family Association event was a huge success and loads of fun for all who attended!success and loads of fun for all who attended!


The Hour The Hour of Codeof CodeAll CHS students participated in theAll CHS students participated in theweek-long celebration called “Theweek-long celebration called “TheHour of Code.” The Hour of Code is Hour of Code.” The Hour of Code is a global movement that teaches a global movement that teaches computer coding to tens of millions computer coding to tens of millions of students in 180+ countries.of students in 180+ countries.

Family and Family and Alumni PicnicAlumni PicnicStudents, families and alumni gathered together for aStudents, families and alumni gathered together for abeautiful community picnic on the CHS grounds. Joannbeautiful community picnic on the CHS grounds. JoannGreenwood was recognized for her retirement after 33Greenwood was recognized for her retirement after 33years of teaching service to CHS and Carrie Danforthyears of teaching service to CHS and Carrie Danforthwas honored for 30 years of teaching service to CHS.was honored for 30 years of teaching service to CHS.

Festival ofFestival ofLights Lights The Festival of Lights is the The Festival of Lights is the signature annual event presentedsignature annual event presentedby the Multicultural Forum. MCFby the Multicultural Forum. MCFserves to develop and nurture theserves to develop and nurture theprinciples of multiculturalism principles of multiculturalism and community building at CHS.and community building at CHS.The Festival of Lights celebratesThe Festival of Lights celebratesthe season by highlighting a widethe season by highlighting a widevariety of holiday traditions of variety of holiday traditions of our families. our families.

99

S c e n e s f r o m t h e S e a s o n s

1010

Rogerson House and Beginners Rogerson House and Beginners Throughout the year, residents of Rogerson House, an assisted living home for adults living withThroughout the year, residents of Rogerson House, an assisted living home for adults living withmemory loss and Alzheimer's disease participated in art and music classes with our Beginnersmemory loss and Alzheimer's disease participated in art and music classes with our Beginnersstudents. students.

Spring FlingSpring FlingCHS Community MembersCHS Community Membersgathered together in Aprilgathered together in April2014 for the annual Family2014 for the annual FamilyAssociation fundraiser:Association fundraiser:Spring Fling. The eventSpring Fling. The eventraised $138,000 for capitalraised $138,000 for capitalprojects, teacher wishprojects, teacher wishlists and more!lists and more!

Transition NightTransition NightCHS alumni from the class of 2008 returned back to campus to reunite with their learning partners from the class of 2014 and spCHS alumni from the class of 2008 returned back to campus to reunite with their learning partners from the class of 2014 and speak to them abouteak to them aboutthe transition from CHS to their next school.the transition from CHS to their next school.


Visiting MexicanVisiting MexicanArtistsArtistsIn November 2014, the DancingIn November 2014, the DancingChickens of Ventura Fabian, visitedChickens of Ventura Fabian, visitedCHS. The Dancing Chickens is aCHS. The Dancing Chickens is amulticultural arts education projectmulticultural arts education projectdesigned to share and celebratedesigned to share and celebrateaspects of Mexican rural life andaspects of Mexican rural life andfolk art.folk art.

Winter SharingWinter SharingThe school community celebrated the holiday season at our all-school Winter Sharing Assembly.The school community celebrated the holiday season at our all-school Winter Sharing Assembly.Beginners through grade 6 students performed in the assembly that highlighted some of the festivals ofBeginners through grade 6 students performed in the assembly that highlighted some of the festivals oflight celebrated around the world through word, song, movement, and instrumental music.light celebrated around the world through word, song, movement, and instrumental music.

1111

Violin NightViolin NightEarly childhood and lower school familiesEarly childhood and lower school familiesgathered together to learn more about the gathered together to learn more about the CHS Violin curriculum from teacher MaggieCHS Violin curriculum from teacher MaggieCerjan. Cerjan.

Leadership and Personal Conviction

12

Learning, Teaching, Creating and SharingBy Steven Tobolsky

In recent years schools across America have started to place greater emphasis on the importance ofLeadership Education for their students. Here at CHS

I believe this program to be flourishing, and it certainlydeserves recognition for the distinctive role it plays in ourUpper School program. Our graduates are prepared for selective secondary schools from the standpoint of academic readiness alone, but the schools receiving themhave been very clear that our students also distinguishthemselves from the standpoint of leadership.

The design of our program is to expose children to different leadership opportunities while attempting to educate them explicitly about this fascinating aspect ofpersonal growth. As our students come to learn, effectiveleaders need not automatically occupy the stage of publicattention. Indeed, our program helps to reinforce the ideathat the strongest and most effective leadership is oftenquite private and often quite understated.

In assuming a leadership role as a Learning Partner to

a three year-old Beginner, our 4th graders come to realizethat they are truly Very Important People. They senseintuitively that there is both reward and responsibility in being in charge of a young child, a lesson that seemsmuch more fully learned from direct experience than fromformal instruction. It is hardly ever necessary to instruct a

13

4th grader about the importance of shielding theirLearning Partners from images or information that mightbe frightening to them. What a fantastic building block inthe journey of self-development.

In addition to these direct relationships with younger children, 4th graders are included with older students insome important group activities: Upper School CommunityGatherings, Upper School Affinity Groups, and UpperSchool Winter Clubs. In these activities they are exposed tomore complex issues and begin to realize that their ideas andopinions are truly valued. This creates a really interestingparadox. Just at the time when 4th graders are empoweredas mentors to younger children, they are also partnered asapprentices to older children. We believe that this dual statusplays a significant role in the formation for subsequentleadership development.

It is a privilege for me to join the 5th grade studentsand teachers in a regularly scheduled Leadership Class.We strive to provide conversational venues about high-level leadership topics, to encourage robust participationwith peers and adults, and to facilitate student-initiatedprojects with the assistance of other adult advisors. It isgratifying to see the ways in which the projects provide aperfect complement to the discussion-based component

of the class. In other words, guided discussions may behelpful in exposing the students to some fascinating theoretical issues, but the projects provide concrete opportunity for planning, scheduling, coordination, communication, and execution.

The Leadership Project Proposal Form invites studentsto choose an area of focus from the following options: tolearn something, to teach something, to create something,or to share something. After testing out their ideas in aseries of classroom exercises, students are given severalweeks to reach out to designated adult advisors for thepurpose of obtaining formal approval for their proposals.For some students this step alone is challenging and unfamiliar, the first important building block in develop-ing a personal foundation for leadership. Once matchedup with their Advisors, the students enjoy a flexible timeframe in which to bring their projects to conclusion.Our hope is that the project will require them to practiceas many leadership skills as possible: planning, scheduling,and execution.

I am grateful to the many faculty and staff memberswho volunteer their time to serve as individual LeadershipAdvisors: homeroom teachers, interns, specialists, staffmembers, and senior administrators. In addition, 5thgrade teachers Lauren Giordano and Michael Coppola are involved in all aspects of the class. As Ms. Giordanorecalls, “I enjoyed working with two 5th graders to com-plete their projects and listening to debates about differenttheories on leadership.” Similarly, Mr. Coppola reflectsthat “it was fulfilling to see my advisee’s idea come to life.I was proud of her when she led our initial meeting withthe Beginners teachers and also enjoyed seeing her be sucha positive role-model for the Beginners.”

While some students choose projects that focus onyounger children, others prefer activities with their own

The Leadership Project ProposalForm invites students to choose an area offocus from the following options: to learnsomething, to teach something, to createsomething, or to share something.”

“


peers or even with older students. One student wanted tooffer a Book Club to his 5th grade peers but feared initially that no one would want to do this. Thankfully,he soon learned that the group was highly motivated andstrongly energized. According to his mom, “Cooperenjoyed sharing his passion for reading and his love ofbooks with his peers. He learned how to market his clubthrough sign-up sheets and how to organize book choicesso group members could vote on their top choice.”

Controller Tara Hathaway served as advisor to a student who wanted to offer chess lessons: “I enjoyedmeeting with Benjamin, hearing his thoughts and ideasfor the project, and discussing his initial plan of action.He put a good deal of thought into the execution of theproject. It was interesting to watch him figure out thatsome ideas might not work as well, and then makeadjustments to the plan. It was rewarding to participatein his adventure and experience his success.”

I was also gratified by the fact that so many studentschose projects with a clear service component. Under the guidance of Director of Nursing and Wellness DebBloomberg, one student elected to write a book of poetryfor the purpose of donation. As noted by her mom,“Blake gained a sense of accomplishment, validation, and confidence from creating her poetry book and subsequently donating it to Boston Children’s Hospital.She was given such wonderful attention and recognition

for it from so many faculty members. Blake has aspira-tions of making more copies and making follow-up editions to continue to bring to various children’s waitingrooms in the future. this was an excellent assignment/project and there were only positive aspects to it.”

Partnering with Dean of Faculty Deb Sullivan, anotherstudent focused on the history of the Chestnut HillSchool. “Elise had a vision of what she wanted to do,showed the organization to capture a limitless amount orinformation in a coherent way, and was flexible enoughto adjust her plan as she went along. It was fun to see her excitement in discovering facts about the school as we dug through the archives and examined old picturesand documents. I was impressed by her ability to makeconnections and to draw conclusions from what shefound.” In creating a “Then and Now” scrapbooktogether, Ms. Sullivan goes on to acknowledge how much fun they had together. This last point cannot beoverstated. There are many ways to exercise eleven year-old leadership, and almost all of them are fun!

Needless to say, the 5th grade Leadership Class isdesigned to better prepare the children for their transitionto 6th grade. Also invaluable is direct contact with atrusted and respected adult. As remembered by one proudmother: “Sammy felt a new sense of leadership andresponsibility that was great timing as he was gettingready to be a sixth grader. It made him think about an

14

I was also gratified bythe fact that so many stu-dents chose projects with aclear service component.”“

15

Sammy felt a new sense of leadership and responsibility that was great timing as hewas getting ready to be asixth grader.

“

area in which he felt the confidence to teach and guideothers. Sammy loves Mr. M. and respects him so much.Mr. M. asked Sammy important guiding questions thatmade him think about what he needed to do to be readyand organized for the ‘battle bots’ class. He used his precious time to meet with Sammy to organize and discuss before the class started.”

This final element—direct contact with a trusted adult—is the capstone of the entire Upper School leadership experience. On the one hand, each 6th grader is empowered to take on leadership roles in a variety ofpublic forums: Field Day, Carnival, Open House, All-School Performances, and Graduation. On the other

hand, each 6th grader travels through his or her final yearin a close relationship with an adult advisor. Nothing concrete is expected from this relationship: no project, no proposal forms, no formal approvals, no outcomes.However, at a time when the students are reflecting on their individual accomplishments and preparing them-selves for their next schools, the advisor relationshipenables them even more fully to cement their ideas andtheir approach to personal growth. We are proud of themany leadership achievements of our graduates, but wealso recognize that this is only possible thanks to the closepersonal contact that they enjoy over the years with somany talented and supportive adults.


”

16

While our family

has been part of the

Chestnut Hill commu-

nity for seven years now,

each year still feels fresh

and truly brings with

it the excitement of

brand new adventures.

The school’s dynamic

programs, its vibrant

and diverse community,

and the wondrous ways

in which our children grow and develop, is a recipe for magical

transformations—not only for our children, but for each of

us. Beyond learning and growing, Chestnut Hill children are

teaching, shaping, and touching each other and the adults in

their lives in powerful ways.

With our oldest daughter, Claire, now in Fourth Grade,

we are experiencing CHS’ Upper School for the first time.

Central to this experience is her excitement in embarking upon

a three year learning partnership with a child in the Beginner’s

classroom. This is part of CHS’ Learning Partners Program

where Fourth, Fifth and Sixth graders are matched with

Beginners, Pre-Kindergarteners, and Kindergarteners. It’s a

role she has anticipated for years; a role she has grown towards

since preschool, when she was first matched with her own

Upper School Learning Partner.

Our youngest daughter, Catherine, now in Kindergarten, is

in her last year of the Early Childhood Program. Since her own

Beginner year, she has grown to love and admire her older learn-

ing partners. This year is unique for my husband Dan and me,

as it is the one and only year in our time at CHS, where we will

witness the Learning Partners Program from both perspectives

simultaneously. Every Wednesday, Catherine relays the special

time with her 6th grade Partner. We hear about the stories read,

the laughter shared, the time spent playing, the pictures drawn,

and how great her big girl friend really is. On Fridays, we learn

from Claire about keeping pace with a three year old, revisiting

activities not played in years (like “dollie”), the adorable things

her learning partner has to say, and taking time to learn what

interests her young friend most. This helps her to make smart

choices about books, toys, and activities. While their stories are

markedly different, the love of learning, reading, and bonding

with a child from a different age group are the same.

As the oldest child, Claire has lots of experience connecting

with younger children. It was love at first sight when Claire

and Catherine first met eyes. From the very beginning Claire

was nurturing, supportive, and protective of her little sister. We

rarely experienced the jealousy or resentment that can often arise

when a new baby arrives in the home of a 3½ year old. While

it’s easy to see the impact of an older sibling on a younger one,

the reverse is often overlooked. I still have a vivid picture in my

mind of Catherine in her bouncy seat one morning as Claire

headed out to pre-K. With a few minutes to spare, Claire

brought out board books and flash cards to “read” to her

new baby. My first thought was that Claire would be one of

Catherine’s first teachers. While there is no doubt about that,

Catherine, too, taught and shaped her sister right from the

beginning. Not only did she share her intelligence and insights

(albeit non verbally in the beginning), but she shared her

perspective, by allowing others to see the world through her

young eyes. This is exactly the magic that CHS fosters through

its Learning Partners Program.

This summer, as we geared up for our first year of Upper

School, we knew we were entering new territory. Regardless

of family, child, geography, or school, we’ve heard for years that

the transition from third to fourth grade can be a transformative

and challenging period for many children and families. We

can now definitely add our voice to that chorus. In short,

we’re taken aback by the growing maturity, stamina, drive, and

independence (as well as a new range of emotions!) that we’re

observing in Claire and her friends. Certainly, challenges and

frustrations continue, but their resilience, teamwork, and ability

to put things in perspective are stronger. They are able to

step outside themselves and to value and seek out different

Not only did she share her intelligenceand insights . . . but she shared her per-spective, by allowing others to see theworld through her young eyes.

“”

By Brenda Kostyk

Looking Through Another’s Eyes The Transformative Learning Partners Program at CHS

viewpoints. With this, they are flourishing in their new roles as

Upper School Learning partners and in other ways as well.

While our older children take a lead in the learning partner-

ship, they in no way play a dominant role. They have grown up

experiencing the fact that learning at CHS is a dynamic process;

it engages all community members in its learning dialogue, even

(and sometimes especially) its youngest members—the very ones

who have so much to teach. Our Fourth Graders have many

years of formal education under their belts; yet they are smart

enough to know that they have much to learn from their pre-

school partners. They arrive with open eyes and ears and an

eagerness to focus on a younger student to learn, to teach, to

connect, and to have fun.

I took the opportunity to ask Claire and one of her friends

visiting our home to share their experiences as Learning

Partners so far. They told me they understood a little more

what it must be like to be a parent, to care for and to put

someone else’s needs first. She said, “It feels different taking

care of someone else, instead of being taken care of. It’s fun

watching how they do things and teaching them a little when

we’re reading to them.”

CHS is a place where children are learners and teachers;

where they care and are cared for. It is a place that creates

space for the organic learning that arises among children.

Our students walk into school each morning knowing they are

valued for all they bring, all they are to become, and all that they

inspire others to become. CHS Learning Partnerships provide

children at different stages of development with unique insight

into themselves and their relationships with others. Indeed, one

could say that our understanding of our world and ourselves is

heightened in seeing life’s experiences through the eyes of others.

17

They [CHS children] have grown upexperiencing the fact that learning atCHS is a dynamic process; it engages allcommunity members in its learning dia-logue, even (and sometimes especially)its youngest members—the very oneswho have so much to teach.

“

”


18

Hartman remembers his CHS experience fondly and traces his personaldevelopment to the formative influences that he enjoyed here as ayoung person. He is currently Head of SAFE (Students Actively

Fostering Equality), a Student Senator, a soloist of the B-Flats (an all male a cappella group), a recent attendee of the NAIS Student Diversity LeadershipConference, and a participant in many other activities.

In reflecting on his growing interest in issues of social and racial equality,Hartman recognizes that his attention was piqued at an early age because hismother was a co-chair of FOCUS and the Multicultural Forum for many years.By the time he reached the upper school, he felt additionally fortunate to haveformed an important relationship with his 6th grade advisor, Physical EducationTeacher and coach Eric Edwards.

As Hartman transitioned to Belmont Hill, his mother also joined BelmontHill’s Parents for Diversity. By 7th grade, Hartman had become a member ofPRIDE and SAFE and connected fondly with Belmont Hill teacher and fellowCHS alum Michael Sherman ‘56. Together with 1,000 students of color from

Young Alumni Profile:Hartman Russell ’10 Leader of Community and Diversity

Student Diversity Leadership Conference presenting to the greater People of Color Conference attendees

“I believe one’s development at a young age has a paramount effect

on a child’s conception and perception of their own identity,” says

Hartman Russell, CHS ‘10, Belmont Hill, ‘16.By Kelsey Derby

across the country, he attended NAIS SDLC in WashingtonD.C. and formed new relationships that were sustainedthrough Facebook and other means.

As an 11th grader, Hartman was selected to attend the NAIS SDLC Conference in Indianapolis, Indiana that is attended by many CHS faculty and staff members. Afterparticipating in workshops and listening to nationally-known speakers, Hartman realized that this was an oppor-tunity to dig even deeper into issues of race in independentschools. He notes, “It was pretty eye-opening, mainly mythought process was broadened.”

Hartman was especially engaged with an activity called “Racebook.” Participants were able to brainstormstereotypes about different races and then process what it felt like to be stereotyped in that way. Hartman recalls,“This activity served to educate PoCC members as to whatthese really mean and why not to jump to conclusionsbased on someone's appearance.”

The conference provided Hartman with some powerfulperspectives about ethnicity and race. “Ethnicity wasdefined as ‘tangible’ and based on cultural factors likeancestry, religion, nationality, language, and beliefs,” he recalls. “Race was defined as ‘intangible,’ as a social construct with no real biological basis, which serves toostracize people of color.” With so many different culturesand people represented in contemporary America, it isimportant to understand important differences like these.

Hartman’s musical background was also shaped by histime at CHS. “Without the outstanding CHS music pro-gram with Ms. Hughes at the helm, I never would have discovered my passion for singing. Now this spring, I'mgoing with the Belmont Hill A Capella group, the B-Flats,to Prague, Warsaw, and Vienna on a singing tour.” He also has fond memories of the 6th grade musical, Suessical,where he played Horton. At the time, he was not too“keen” on the experience, but took a lot away from it, and in 9th grade jumped at the chance to play theScarecrow in The Wiz.

Hartman also credits CHS with helping to share hiscommitment to volunteerism.“With the strong sense ofgiving back inherent in the Chestnut Hill mission, I wasmolded with a sense of altruism that I carry with me to thisday, whether it’s participating in the school ThanksgivingDrive every year or going to penurious villages in theDominican Republic and building houses there.”

Hartman is also grateful for the quality of classroomteaching at CHS. “What sets CHS apart is the very smallclass sizes and true motivation of the teachers to educatethe student as an individual, rather than as a group.” In particular, he feels that he was especially encouraged to develop his potential to write and speak. Since CHS he has gone on to win the Poetry Recitation Contest atBelmont Hill two times and as well as the Public Speakingcontest one time while also participating in the DramaticReading Festival.

CHS had a deep impact on Hartman and all of the wonderful things he has achieved since. He concludes, “An incredibly inclusive community, CHS allowed me todevelop as an individual, a student of color, and a person of character with diverse role models and mentors in theform of teachers. Without them and of course my family, I doubt I would ever be able to develop into the type ofperson I strive to be.”

19

With the strong sense of giving backinherent in the Chestnut Hill mission, Iwas molded with a sense of altruism that I carry with me to this day.”

Hartman Russell '10 with 2014 Distinguished Alumni Awardwinner Michael Sherman '56. Michael is Hartman's advisor atthe Belmont Hill School.

“


Generous gifts to last years’ Teacher Wish List fundedtwo exciting professional development opportunities

for CHS teachers. Lower School teachers Tali Brauner, ErinDaniels, and Virginia Siu attended EmPOWER training, a program which teaches strategies to support students’writing and organizational skills. Several teachers fromKindergarten to Grade 4 (Tali Brauner, Carrie Danforth,Erin Daniels, Karen Garrison, Ellie Garvey, Kathy Hart,Virginia Siu) attended Greg Tang’s Math Plus Conference.Agenda topics included a focus on problem solving, strategies for building understanding, and using literature to teach math.

Michael Coppola received a grant from the NationalEndowment for Humanities to attend the AmericanSkyscrapers seminar in Chicago. The program focused on the relationship between history, geography, and architecture and may stimulate some exciting connectionsbetween Building and Engineering and Social Studies inGrade 5. Michael also attended the NAIS LeadershipInstitute this summer in Alexandria, Virginia.

Science and Math Teacher Karen Garrison and formerInstructional Technology Teacher Barb Tennyson presenteda session entitled Using Scratch in the Elementary SchoolClassroom at the MIT Creative Computing workshop.

This workshop focused on innovative tools for teaching programming and engineering and was also attended by CHS faculty and staff Karen Eutemey, Ronan Fahy, and Marco Viera.

Fourth grade teacher Jenny Hanna is working to complete a Reading Certificate from the prestigious Mass General Hospital Institute for Health Professions. A specialized reading training, this program promotes deeper understanding of the reading process and strategiesfor strengthening comprehension.

Librarian Sam Kane presented at this year’s MassachusettsComputer Using Educators’ (MassCUE) Conference. Hertalk, Collaboration and Decision-Making, focused on thetransformational impact of collaboratively crafting aresearch project around the essential question “what is acommunity and how can global leaders make decisions thatmeet both individual and group needs?”

Building and Engineering Teacher Nate Muehleisenpresented the workshop Teaching Science through Art atthe National Art Educator’s Conference this summer in SanDiego. Nate also attended the Maker Faire in New YorkCity, exploring creative and innovative ideas to enrich andenhance the Building and Engineering program.

20

Community NewsProfessional Development and Personal Achievement

ACA Day Camp ConferenceMarcus Nickerson

Apple Education SeminarRonan Fahy, Paul Rozenfeld, MarcoViera

Business Office WorkshopTara Hathaway

Diversity Directions Summer SeminarTali Brauner, Kathy Hart

Ed Tech 21st Century TeachingWorkshopSenior Admin Team, Curriculum Team,Technology Team

Elementary School HeadsAnnual Conference Steven Tobolsky

Council for Advancement and Supportof Education District ConferenceKim Fox

iCore Summer WorkshopMichael Coppola, Ellie Garvey, DebSullivan

Harvard Ext. School Class:Teaching AlgebraDylan Gallegos

Learning and the Brain: Focused,Organized MindsAnne Zasloff

NAIS People of Color Conference Eric Edwards, Karen Eutemey, Kathy Hart,Carla Haith, Carlisa Haith-Holliday, DestinyRichardson, Virginia Siu

National Council of the Social Studies Annual ConferenceDiana Blazar, Andrea Calabrese, Erin Daniels

National Science Teachers’ Association Annual ConferenceKaren Garrison, Joann Greenwood,Rosie Sweeney

Open CircleSara Zuckerman (Core Program),Michael Coppola and Carla Haith (Coach Training)

RAV-O Reading TrainingKathy Hart

Teachers College Reading & WritingWorkshopErin Daniels

2014 Professional Development Highlights

21

NEW FACULTY: 2014-2015

With more than 30 years of experience as a Science Teacher, a Homeroom Teacher, a Curriculum Developer,and a Professional Development Facilitator, Marjorie Woodwell has joined our faculty as the new UpperSchool Science Teacher. Marjorie holds a B.A. from Oberlin College and two Masters' degrees, one fromTeachers College at Columbia University and one from the Harvard Graduate School of Education. Marjorie’sindependent school experience began locally with science teaching assignments at BB&N and Belmont DaySchool. Most recently she served as the K-5 Science Teacher at the Nueva School in Hillsborough, CA.

Anne Zasloff has assumed duties as the Learning Specialist responsible for instructionalsupport in reading and writing in Grades 1-2. Anne holds a B.A. from the University of Chicago, an M.A.from Emerson College, and a Certificate of Advanced Study in Reading from The MGH Institute of HealthProfessions. In addition to service as a Literacy Specialist at Solomon Schechter and an Academic SupportTeacher at the Boston Renaissance Charter School, Anne has worked previously as a Speech Pathologist inlocal public school districts and as a member of the editorial staff at Candlewick Press.


Dan Dick served as a long-term sub last winter and returned to CHS as the Upper School Music Teacher. Danholds a Bachelor's in Anthropology and a Master's in Teaching from the University of Chicago. First known tothe community as a member of the CHS Band, Dan has had a long career as a musician and currently performswith a family folk chorale and jazz group. He has played in orchestras (French horn), rock bands (bass), and folkbands (including guitar, bass, banjo, dobro, flute, washboard, jug, and percussion). Dan has taught and tutoredin many subjects. He currently teaches music, math, science, history, and mindfulness at the Macomber Center inFramingham.

Sara Zuckerman has joined the faculty as a Grade 2 Classroom Teacher. With a B.A. from Skidmore Collegein Women’s Studies and a Master’s from Lesley University in Early Childhood Education and Creative Arts inLearning. Sara began her teaching career at the King Open School in Cambridge and for the past ten years hasworked at the Brentwood School in Los Angeles. Most of Sara’s experience is in Grade 1, though she boastsexperience in Grades 2-3 as well. She and her husband are both originally from the East Coast and are thrilledto be living in Boston with their two young boys.

With two years of successful leadership as a Lower Camp Head Counselor at the Chestnut Hill Creative Arts andSports Camp, Betsey Flanzer has joined the Pre-Kindergarten Team as an Associate Teacher. Betsey holds a B.S.from DePauw University and an M.Ed. in Early Childhood Education from Boston College. In addition to manyyears of volunteer work in a nursery school in Illinois, Betsey worked previously as an Assistant Teacher at theBoston College Children’s Center and a Grade 1 Intern at the Learning Project in Boston.

Paul Rozenfeld joined the Technology Team as our Instructional Technology Teacher. Paul comes to us fromRiverdale Country School in New York, where he has worked since 2005 both as a classroom teacher and as aTechnology Integrator. In addition to his work with students and teachers in the school, he has also conducted avariety of technology-related activities at Camp Riverdale and The Riverclub Afterschool Program. He hasexperience with many of the programs and applications currently used at CHS and a passion for learning, sharing,and integrating new technologies. Prior to beginning his teaching career, Paul worked for several years as a graphicdesigner. Paul holds a BFA from The School of the Art Institute of Chicago.

With 22 years of experience in independent school education and library management, CHS welcomesSamantha Kane as its new Librarian. Sam worked most currently as a Preschool - Grade 8 Librarian at TheNashoba Brooks School in Concord. Prior to that she worked at the Davis School in Bedford, The MiddlesexSchool, Hamlin School, Athenian School, and Storm King School. Over the years Sam has served as a librarian,English teacher, and social studies teacher. Sam brings a great passion and expertise for diversity work and hasserved as a S.E.E.D. facilitator. Sam holds a Bachelor's in English from Middlebury College, a Master's inEducation and Reading Disabilities from St. Michael's College, and a Master's in Education and Library Sciencefrom Cambridge College.

Community News

Meaghan Shinn married BrianVandenBosch on July 12, 2014 inFlorida.

Michael Copolla got engaged to hispartner Matt over the March break inNaples, Florida and they recentlyclosed on a house in September.

Steve and Connie Tobolsky welcomedtheir 4th grandchild on July 18, 2014:Charles Edward Gilbert.

Rosie Sweeney finally has her GreenCard after seven years or so in theprocess. She was fully supported bythe school every step of the way. Itarrived in February 2014.

Sam Kane was awarded a "contem-plative educators grant" from theHemera Foundation, a non-profit thatsupports initiatives to foster basichuman goodness. In June, she attendeda 10 day silent mindfulness retreat atthe Wonderwell Refuge in Springfield,NH. In contrast, she received anotherscholarship to study the Holocaustand Human Behavior in a FacingHistory Facing Ourselves workshop.

Jenny and Kevin Hanna happilywelcomed their baby boy, ConorJames Hanna on December 16,2013. A healthy 10 lbs 11oz atbirth, Conor is now a very busybaby, crawl-ing every-where,climbingstairs, and

wherever he sees them, pullingbooks off shelves. An "indiscrimi-nate reader" his favorites to throwon the floor this week are MotherGoose and the History of the South End.

Karen Eutemey has been involved innumerous art shows in the greater Boston area including: RocklandPublic Library/Solo Show, Winter2014, Serious Play: MembersExhibit, Massachusetts College ofArt and Design, Convergence —Boston University Alumni Show,African American Artists—Passionfor a Lifetime - Riverside Gallery,Cambridge, MA, and Beyond theClassroom—John Curtis FreeLibrary.

Angie Zomer celebrated her 10thyear as a faculty member in theTheater Education department atEmerson College.

Jess Smith and her husband Mike welcomed a babygirl named CamdynElizabeth Smith onOctober 1, 2014.

Karen Euteney

Meaghan Shinn and Brian VandenBosch

Life Milestones

22

At the Annual Family andAlumni Picnic, CHS honoredtwo long time members of our

community for their outstandingteaching service.

Joann Greenwood was celebratedfor 33 years of teaching service to CHS.Students, alumni, families, and facultycame together to wish her good luck inher retirement. Joann began her CHStenure in 1981 and never wavered inher commitment to playful explorationand scientific inquiry. The Science Fairwas initiated in Joann’s very first yearand has remained a curricular highpoint for many generations of emergingscientists. In addition, Joann served asan active supporter of the CHS missionand played a key role in developing theinterdisciplinary STEAM programmingthat is now a cornerstone of the CHS

curriculum. Both of Joann’s daughtersare CHS graduates who have followedtheir mom’s footsteps into careers ineducation. We are all grateful for thededication and passion of such a fineeducator.

Carrie Danforth was recognized for 30 years of service with a ribbon-cutting ceremony for a beautiful granite bench now permanentlyinstalled adjacent to the schools athletic field. Known to many as the“heart and soul” of the 4th grade forher impressive commitment to this crucial period in a child’s development,she has distinguished herself by a passion both for curricular excellenceand for fair play. Having served over the years as Summer CampDirector, Head of the Upper School,and ERB testing coordinator, Carrie has played an important role in the lives of generations of CHS students. Carrie is passionate about technologyintegration and has served for manyyears as one of the faculty’s strongesttechnology advocates. As the proudmother of two CHS alumni, Carrietakes great strides to instill leadershipin all of her students.

23


Joann Greenwood and Carrie Danforth Honored forService to CHS

24

Thank you verymuch! To you, Dr.Tobolsky, faculty,

graduates (congratulations),students, families, friends,Romans, countrymen, lovedones, Jeri Goetz of theDevelopment office, andespecially the very patientKim Fox, who answered all97 of my questions aboutthe school and today’s pro-gram…. Thank you all forsuch a wonderful honor.

As President LyndonJohnson once said at a simi-

lar graduation ceremony: “This is a moment that I deeplywish my parents could have lived to share. My father wouldhave enjoyed what you have so generously said of me -- andmy mother would have believed it.”

I am so grateful and humbled especially following in thefootsteps of last year’s winner and Belmont Hill grad, thedistinguished Doctor Chris Awtry. I am fond of saying thata little gratitude and recognition goes a long way with ateacher, and you have given me a boatload! I also knowthat I am all that stands between you, lunch and summervacation, so I promise to be brief, but this is such a greatopportunity for a Sherman Sermon!

I want to give a special shout-out to the faculty here atCHS. I enjoyed an all-too brief visit here a couple of weeksago and had the pleasure of meeting Karen Garrison andDylan Gallegos. You never get a second chance to make afirst impression (that’s point #1 in the Sherman Sermon!), andI could sense the enthusiasm, the energy and the excitement(the three e’s!) Karen and Dylan conveyed in just a few min-utes! You obviously do a great job, and I can also see that inthe terrific CHS grads who go through Belmont Hill, many ofwhom I have had the pleasure of teaching. For example, I’mhappy to report that Hartman Russell (and I told him I wasgoing to embarrass him this way) is carrying forth the CHSbanner with great success. Hartman just aced his Algebra 2course with me, I coached him in baseball a couple of yearsago, he won a prize for reciting a poem at our school-wide

poetry fest, and just this week he a sang a solo part with ourelite singing group in front of 500 people at graduation. Sono pressure, Jackson Riffe! We look forward to having you atBelmont Hill next year.

Returning to CHS is really a homecoming for me. I grewup right up the hill here at the top of Essex Road, where myfamily had a home for some 50 years, and at a time whenthere were still real chestnuts on the trees! My sister and Iwould walk up and down the hill to school, play in the play-ground, and enjoy a simpler life when the milkman drove histruck to our house. TV was only in black and white, andPresident Eisenhower looked like my kindly grandfather.

CHS is where I learned to love school. Now you gradu-ates have been going to school, by my math, for about 1400days. I love school so much I’ve been going every school dayfor 60 years, which is about 9000 days! Do the math! And itall started right here!

I love school because it satisfies the basic human instinct ofcuriosity. We are naturally curious creatures! We love toexplore. When I was growing up here on the hill, just a fewhouses away right up here on Chestnut Hill Road lived theByrd family. Admiral Richard Byrd, with whose grandsons Iwent to school, was a famous explorer who was one of thefirst people to make expeditions to the north and south polesin 1920’s, flying primitive airplanes, around the same timeLindberg was flying across the Atlantic. Now while I nevermet Admiral Byrd, nevertheless the example of knowing thefamily of a famous person who pushed out the boundaries ofhuman knowledge was inspiring to me as a young student.Today some 90 years after Admiral Byrd’s expiditions, we arestill pushing out the limits of our knowledge. For example wehave a robotic explorer, a little rover car, going around rightnow on the surface of the planet Mars…do you know whatits name is? Curiosity!

Not only do we humans like to push the boundaries of ourexternal world, we also like to see how far our internal worldcan stretch. By that I mean we like to find out how much wecan learn, how much we know, how skilled we can become.And it all starts right here in your first school and continuesfor the rest of your lives! I love learning…every day. Just theother day I was excited to learn about solar roadways – put-ting solar panels in roads and driveways and playgrounds andusing all that area to capture the sun’s energy and produce

The Chestnut Hill School Honors

Michael Sherman ’56as Distinguished Alumni Award Recipient

electricity, light and heat. No more plowing snow! And I stilllove to test my knowledge and develop my skills . . . I lovedoing crosswords and watching Jeopardy and solving newmath problems and learning to play a new song. Remember,do you know what the biggest room in the world is? Theroom for improvement!

I love school because you can have fun and pursue enjoyable, creative activities that last a lifetime! The reading,writing, and arithmetic I learned here are of course so impor-tant, but the art, music and sports are really important andfun, too! For example my dear friend Lesley who is with metoday is a professional artist, whose work regularly appears atshows around the region. She will vouch for a love of art thatstarted in elementary school. Just across the hall in what isnow the library, we had music class with Mrs. Ehrlich. Iremember mostly beating on drums and wooden blocks, butshe started my love of music and today I play a little guitar

and keyboard–I’m a real amateur–but I love playing musicwith my friends, pretending to be rock stars! And I lovesports, I’ve coached basketball and baseball for many yearsand played many other sports and games for fun, and it is nosurprise that some of my most vivid memories of this placewere fun times climbing the jungle gym or swinging on swingsright out here on the playground.

I love school because I get to share my love and knowledgeof math with my students. Math is so useful in everything wedo, starting with the kind of arithmetic you learn here. Whenyou go to middle and high school you learn this funny mathlanguage called algebra, which I know some of you older stu-dents have begun to see. Algebra allows us to describe pat-terns out there in the real world – it’s the language of science.And it starts with the idea that a letter from the alphabetstands for a number, like a secret code! So we combine twobasic skills you learn right here in elementary school. We can,for example describe the path of the flight of a ping-pong ballwith some really simple algebra – here’s the way it sounds:“y=x^2,” and with a little bit more complicated algebra we

can figure out how to send that little rover car, Curiosity, allthe way to the distant planet Mars!

Ok it’s time for a couple of riddles: First how do cows count? On a cow-culator!What did the snail say when it was riding on the back of

the turtle? Weeeeeeee So you know that feeling when you tell someone a riddle

and you ask the question and you know the answer and you’reexcited to tell the person the answer because you know some-thing that they don’t, but you can't wait to see how happy theyare going to be when you tell them the answer that youknow?! That’s what teaching is like every day for your greatteachers here at CHS and for me – we love sharing what weknow and watching you get excited about it. And by the waythe best way to learn something is to teach it! So share yourknowledge with your friends, your family and your teachers!Thank you for honoring a teacher today.

I’d like to close with the words of the singer Bob Dylan,with echoes of Rod Stewart:

May you grow up to be righteousMay you grow up to be trueMay you always know the truthAnd see the lights surrounding youMay you always be courageousStand upright and be strongAnd may you stay forever youngMay you stay forever young

May your hands always be busyMay your feet always be swiftMay you have a strong foundationWhen the winds of changes shiftMay your heart always be joyfulMay your song always be sung May you stay forever young May you stay forever young

25


CHS is where I learned to love school.Now you graduates have been going toschool, by my math, for about 1400 days.I love school so much I’ve been going everyschool day for 60 years, which is about9000 days! Do the math! And it all start-ed right here! ”

“

1976Janie Howland Is teaching at EmersonCollege and Wellesley College. Recently shewas involved in an amazing art exhibitioncalled Consenses!

1995Jill Greenwood is currently teaching SpecialEd Pre-k in Brookline and loves it!

2001Margo Servison graduated from HamiltonCollege in 2011 and has been working for theMass Audubon Society in the science depart-ment for two years. This past fall she startedbusiness school at Babson’s F.W. Olin School.

2003Tyler Borosavage is working as a MarketingAssociate at Ayantek in Beford, MA. He currently lives in Boston.

Sam Duker is currently attending BC Law,Go Eagles!

Prophet Parker-McWhorter is doing very wellworking on music and putting his album outin January.

Michelle Ng says, “I love teaching at CHS inthe 3rd grade.”

2004Gus Polstein is a CHS Grade 6 TeachingIntern and loving it! He says “CHS Hawksforever!!!”

2006Amanda Borosavage just accepted an offer for an internship this summer at The CopleySociety of Art on Newbury Street. The CopleySociety of Art is the oldest non-profit art asso-ciation in the US. They currently representover 400 living artists. Karen Eutemey hasinvited Amanda back this spring as a visitingartist. Amanda remembers Rosie Benson (visiting artist) when she was a student atCHS.

2007Harry Polstein says it was, “Great to be back!I loved seeing my old teachers.”

2009Jai Chrispin says, “I miss everything aboutCHS.”

2010Sam Squires is a student at Boston LatinSchool and spent this past summer as a CITat Camp Encore Coda in Sweden, ME. Afterhigh school he hopes to continue to play violin as a hobby, but pursue a career inengineering.

2011Natalie Bilyew-Conn is a student at DanaHall and is loving it! She says she had agreat time as a CIT at the CHS Camp thispast summer.

Walker Danforth is a student at BeaverCountry Day School, he is “having a greatyear so far” and has been missing CHS.Last spring he completed his first season ofVarsity baseball. He also recently started askateboarding club at Beaver with a friend.He enjoyed the break from school this pastsummer but was very busy caddying!

Henry Lin-David attends Roxbury-Latinand says “As the winter season looms, Ihope to lead the chess team to inter-scholas-tic victory.”

Zachary Dieujuste is a student at BostonLatin School and is enjoying Sophomoreyear!

Ali Hughes is a student at St. Paul’s Schooland went to Yale this past summer for edu-cational camps.

Gus Lamb writes “I’m playing soccer atBelmont Hill and loving it.”

26

CLASSNOTES

Gus Polstein '04 finds his Time Capsuleat the Fall Carnival

2012Zack Cannata is now a student at BelmontHill where he is a member of the 3B SoccerTeam and having a great time!

Angie Cervone is a student at Dana Hall and isloving her computer science classes.

Soleil Devonish is now attending MiltonAcademy and remarks when visiting CHS, “it’sgreat to be back on this lovely campus.”

Clara Parsons is now a student at NewtonCountry Day School. She just started highschool and is enjoying all of her classes.

Sam Rohrer writes “I am currently on the 3Bsoccer team at Belmont Hill and enjoying it!”

Evan Walker is playing a lot of hockey and is astudent at The Dexter School.

2013Jackson Danforth is in school at BeaverCountry Day and hopes everyone is havingfun!!

Sophia Glazer is a student at Dana Hall. She ison the Field Hockey Team and swims on thevarsity swim team! She writes “I miss you,CHS!”

Tessa Haining is a student at Buckingham,Browne and Nicols. She mentions, “I amdoing crew at my school and I pulled thefastest girls’ time out of both 7th and 8th grade in the 1k rowing test - 3 minutes and 56seconds!” Congratulations, Tessa!

Elaina Hawkins is a student at Dana Hall andis on the Cross Country Team.

Amaechinna Iwuh is in school at Dana Hall.

Saama Sane attends Nobles and had a lot offun at Carnival.

Izzy Thorndike tells us, “I’m having a greattime at my new school and I just dyed myhair permanent pink and I’ve grown anotherfive inches.”

Grace Wang is having a great experience ather new school but misses CHS!

Kate Whitaker is a student at Buckingham,Browne and Nicols. She says, “I’m playingtennis at school and attended an actingcamp this past summer.”

Kayla Wolk is a student at Dana Hall.

2014 Samuel Adams is a student at Rivers nowand really enjoys it. He is planning on com-ing back next year but thinks CHS was anamazing experience!

Cole Flewelling-Allen says that “I am play-ing soccer and I am at Beaver Country DaySchool.”

Lucy Binder is a student at Winsor and isexcited to be in their play!

Chloe Brenner remarks that “I miss CHS, butI am loving Milton.”

Aidan Carroll is in school at Beaver CountryDay and says “Hi everyone. Hope you arehaving a great year.”

27

In honor of what would've been their mom's 55th birthday onHalloween, Amanda and Daniel held a charity ride onOctober 26th at SoulCycle in Chestnut Hill. All proceedswere donated to the Marjorie E. Korff Parenting at aChallenging Time Program at Mass General Hospital(http://www.mghpact.org/). The program focuses on helpingchildren and adolescents who are grieving with a parent'ssickness or death. It is very near to their hearts as it wassomething that really helped the two throughout their moth-er’s battle with cancer.

The studio held 55 bikes (which was perfect since theirmom would've turned 55!) and they were completely sold out. Amanda and Daniel wantedthe event to be cheerful and upbeat, so they made it a Halloween-themed ride (so every-

one wore awesome costumes!) The said theirSoulCycle instructor was great and made anawesome playlist based on some of their mom'sfavorite songs—including Marvin Gaye's "Ain't No Mountain High" which had the wholeroom singing and dancing. Amanda said it was“seriously electric!” After the ride they weregreeted by another 50 of their mom's closefriends who did not ride, and they all celebratedin the lobby by sipping champagne and doing ahappy birthday toast to their mom. Their effortsmanaged to raise $36,000!

Amanda Korff, ’01 and Daniel Korff ’04 Organize Charity Ride to Honor their Mother

Daniel and Amanda

Grade 6 Teacher Diana Blazer with SamRohrer and Zachary Cannata Davis Howland, Teddy Pyle, Henry

Isselbacher, Cam Mendik and CalebLazer - All Class of '14

The Che s tnut Hi ll S chool • Hi ll Ha p p e ni ngs

Séamus Dallman attends Milton Academy,but wants to thank everyone for welcomingme into the CHS community. “I had so muchfun and made lots of great friends. Thankyou!”

Alex Duchnowski remarks that “CHS was agreat experience!” He is now at Beaver andthinks it’s really fun. He hopes his classmatesare having as much fun as he is.

Lola Fearon is in school at Winsor and hadfun volunteering at the CHS carnival in artsand crafts.

May Henderson is a student at Thayer andsays, “I have missed CHS so much.”

Davis Howland is loving Charles River Schooland says he, “just saw Carly B. at CHS fair.Still keeping the band together.”

Henry Isselbacher writes, “I miss CHS somuch! Things are going great at RL! I’mplaying football and am a defensive tackle.”

Nicholas Kolbas says, “Hello! It is so nice tobe back. I hope you are all doing well inschool!”

Isadora Lamb is loving Beaver Country Dayand has made a lot of new friends! She is soexcited she got to see her old friends at theCarnival.

Sophie-Marie Chadha attends BB&N, butmisses all of her friends at CHS!

Brooke Nelson is really enjoying Rivers, butshe misses CHS so much!

Alara Ozguc is a student at Nobles and lovesit. She misses CHS!

Nicki Ribakoff is a student at Dana Hall. Shesays, “I am on the dance team and placed sec-ond at a competition. I had a great time atCarnival. “I’m so excited to see everyone!”

Jackson Riffe says that he is “playing soccer,and loving Belmont Hill.”

Biiron Sane is a student at the Hillside Schooland says “Happy to be back!”

Betsy Soloway-Aizley is now a student atPark. She is continuing her time in theaterwhich she started while still a student at CHS. “I miss CHS like crazy!”

Katie Stevo writes “I miss CHS so much, and Iam having a great time at Wellesley MiddleSchool. I can’t wait to see everyone.”

Winnie Wang is now a student at Winsor andis doing set design for school play. She mightbe trying out for the swim team and is enjoy-ing her experience. “Miss you guys!”

2015Camille Chung mentions, “I miss CHS somuch! I’m coming for the 6th grade musical!xoxo.”

Maeve Crowley is a student at Day MiddleSchool.

Lizzy Glazer is a student at Dana Hall School“Miss you guys!”

Alice McLaughlin-Alves is a student at BeaverCountry Day and says, “I am having a greattime meeting new people.”

Casey Simmons is attending Milton Academyand says “Good to see old friends.”

Madison Yee mentions, “I miss CHS so muchand all my friends too!”

The Che s tnut Hi ll S chool • Hi ll Ha p p e ni ngs

28

Lola Fearon '14 volunteering at Carnival

Judah Burstein '08 traveled toPoland in spring of 2014 to partici-pate in “The March of the Living.”The March is an experience inPoland that culminates with YomHaShoah (Holocaust RemembranceDay). It is a three kilometer marchfrom Auschwitz to Birkenau, thelargest concentration camp complex

built by the Nazis during World War II. Judah remarks that the journey was in linewith the March of the Living’s mission, “to create more witnesses, so we can tellthe stories of the actual Holocaust survivors and educate even more people.” Hecomments that his experience has helped not only increase his pride in his her-itage, but also provide some perspective, “I now think before I do or say anything.I want to promote tolerance and inspire others to do the same. I want to dosomething with my life to make the world better.”

Judah Burstein ’08 Participates in “The March of the Living”

Why does CHShave anAnnual Fund?The Chestnut HillSchool offers studentsa strong, well-rounded education.The Annual Fundenables CHS toenhance existing offerings, to explorenew horizons, and toremain at the cuttingedge of elementaryeducation. As is the case with manyindependent schools,tuition covers only70% percent of thecost to educate eachCHS student. Thisequates to a gap of$3,300 per student.The Annual Fundhelps to cover this gap.

Last year CHS set a new Annual Fund record, raising $678,381.Help CHS by making your most generous gift.

Soaring to Soaring to New New

HeightsHeights

Give online atwww.tchs.org/giving or contact thedevelopment officeat 617-566-4394ext. 1-651.

Families of AlumniIf this publication is addressed to a CHS alum who no longer maintains a permanent address at your home, please notify theAlumni Office of their new mailing address at (617) 566-4394 ext.1-651 or [email protected]. Thank you!

NON-PROFITBULK

US POSTAGE PAID

N READING MAPERMIT NO. 121428 Hammond Street

Chestnut Hill, MA 02467

March 13 Spring Concert

March 16-27 Spring Break

April 8 Donor Day

April 24 Spring Fling

May 19 Family/Alumni Picnic

May 21 CHS Corporation & Family Association Annual Meeting

May 29 Grade 6 Musical

June 5 Graduation

June 15-19 STEAM Camp

June 22-August 14 Summer Camp

August 17-21 Spanish Adventure Camp

CONNECT WITH US CONNECT WITH US

Save The Date!

2014-2015 hill happenings

Documents

diverse school community

community members

aschestnut hill

andsupport children

hill happenings winter

special insert

dark arts

anothers eyes18 alumni