Westminster School Bulletin Spring 2014

For Alumni, Parents & Friends ofWestminster School

Preparing Global Citizens

A Cohesive Stream of Classroom Materials

Making Good Teachers Even Better

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John S. Armour ’76EmeritusPalos Verdes Estates, Calif.

Elisabeth M. Armstrong P’04, ’06, ’07Dallas, Texas

Beth Cuda Baker P’09, ’12, ’15New Canaan, Conn.

Susan Werner Berenson ’82Fairfield, Conn.

C. Andrew Brickman ’82Hinsdale, Ill.

Susanna S. Brown P’15Batesville, Va.

Trinette T. Cheng P’08, ’11, ’13Kowloon, Hong Kong

Abram Claude Jr. ’46, P’71, ’80, ’84, GP’02EmeritusNorth Salem, N.Y.

John A. Cosentino Jr. P’00 Simsbury, Conn.

John H. Davis P’05EmeritusLongmeadow, Mass.

Lori P. Durham P’13, ’15Denver, Colo.

William C. Egan III ’64, P’92, ’95, ’00, ’02 EmeritusSkillman, N.J.

Heather Frahm ’86Weston, Mass.

Joseph L. Gitterman III ’55,P’86, ’86, ’90EmeritusWashington Depot, Conn.

Robert T. Horsford ’89New York, N.Y.

David H. Hovey Jr. ’78, P’09, ’11, ’14Ex officioSimsbury, Conn.

Leigh A. Hovey P’09, ’11, ’14Ex officioSimsbury, Conn.

Moyahoena Ogilvie Johnson ’86Bloomfield, Conn.

Jeffrey E. Kelter P’12, ’14Locust Valley, N.Y.

Bernard L. Kohn Jr. ’66, P’92Bloomfield, Conn.

Seonyong Lee P’08, ’09, ’13Seoul, Korea

Jane Kessler Lennox ’88New Albany, Ohio

Andrew D. McCullough Jr. ’87Houston, Texas

S. Bradley Mell P’14, ’16Far Hills, N.J.

Charles B. Milliken P’77 EmeritusBloomfield, Conn.

T. Treadway Mink Jr. ’77, P’11Chairman of the BoardNew Canaan, Conn.

Franklin Montross IV P’16Bedford Hills, N.Y.

Anne K. Moran P’06, ’09, ’12Unionville, Pa.

John C. Niles ’81, P’14Marblehead, Mass.

J. Pierce O’Neil ’76, P’10, ’12 Rowayton, Conn.

William V.N. Philip P’06, ’09HeadmasterEx officio Simsbury, Conn.

C. Bradford Raymond ’85New York, N.Y.

John B. Ryan ’93Ex officioRye, N.Y.

Thomas D. Sargent II ’77, P’10West Hartford, Conn.

John Sherwin Jr. ’57, P’83, ’89EmeritusMayfield Village, Ohio

Samuel Thorne ’46, P’74, ’76EmeritusBedford, Mass.

Gregory F. Ugalde P’05, ’07,’10, ’12 Burlington, Conn.

Armistead C.G. Webster Ph.D.Hartford, Conn.

Sara L. Whiteley ’91West Chatham, Mass.

Hilary Neumann Zeller ’88Weston, Mass.

Published by:Westminster School 995 Hopmeadow St. Simsbury, CT 06070(860) 408-3000

This magazine is produced twice a year bythe Marketing & Communications Office.

Address Class Notes to:Beth Goldstein SoycherWestminster SchoolP.O. Box 337Simsbury, CT 06070-0377

Or submit via email:[email protected]

To update contact information ONLY:[email protected]

Westminster School does not discriminateon the basis of race, color, creed, sex,national origin or sexual orientation inadministration of its education policies,admissions policies, scholarship and loanprograms, and athletic and other school-administered programs.

EDITORDarlene Skeels, Director of Publicationsand Communications [email protected]

DIRECTOR OF MARKETINGKen Mason

PHOTOGRAPHYRichard Bergen, Newell Grant ’99, Ken Mason, Darlene Skeels, Stefen Turnerand David Werner ’80

CLASS NOTES COORDINATORBeth Goldstein Soycher

DESIGNJohn Johnson Art Direction & DesignCollinsville, Conn.

On the cover, an aerial view of campus taken last fall and, above, a key to the buildings shown in that photo.

Clockwise from top left, (1) Sherwin Health and Athletic Center and Hibbard Aquatic Center, (2) Memorial Hall, (3) PetteeGymnasium and Hamilton Art Studios, (4) Werner Centennial Center, (5) Armour Academic Center, (6) Andrews MemorialChapel, (7) Cushing Hall, (8) Cromwell College Counseling Center, (9) Squibb House, (10) Milliken House, (11) GraduateHouse, (12) Edge House, (13) Gund House and (14) Kohn Squash Pavilion.

WESTMINSTER BULLETINSPRING 2014

TRUSTEES 2013-2014

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WESTMINSTER | WINTER 2011 | BULLETINWESTMINSTER | SPRING 2014 | BULLETIN

Pursuing Multiple PassionsPage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

SupportingWestminsterPage . . . . . . . . . 36

Making GoodTeachers BetterPage . . . . . . . . . . . . 24

insideHeadmaster’s Message . . . . . . . 2

Hill Headlines . . . . . . . . . . . . . . . . 3

Athletics . . . . . . . . . . . . . . . . . . . . 13

Preparing Global Citizens . . . . . . 16

Making Good Teachers Even Better . . . . . . . . . . . . . . . 24

A Cohesive Stream of Classroom Materials . . . . . . . . . . . . . . . . . 28

Pursuing Multiple Passions . . . . 30

Giving Students Tools to Succeed as Leaders . . . . . . . . 35

Supporting Westminster . . . . . . 36

Martlets on the Move . . . . . . . . . 45

Class Notes . . . . . . . . . . . . . . . . . 49

In Memoriam . . . . . . . . . . . . . . . . 61

Closing Thoughts . . . . . . . . . . . . 65

THE BULLETINSPRING 2014

Preparing Global CitizensPage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

HillHeadlinesPage . . . . . . . . . . 3

Class NotesPage . . . . . . . . . . 49

WESTMINSTER | SPRING 2014 | BULLETIN

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Dear Members of the Westminster Community,

Since Westminster School’s founding in 1888, academicexcellence has been a defining institutional attribute. Ourfirst headmaster, William Lee Cushing, who graduated fromYale in 1872, seized upon Simsbury’s proximity to NewHaven to build a relationship with other Yale graduates whoenriched all aspects of our early program. William LyonPhelps, Yale 1888, who went on to become a renownedEnglish teacher at Yale, began his teaching career atWestminster, and Lemuel Gardner Pettee,Yale 1898 and 1905, who taughtmathematics under three Westminsterheadmasters, also served as headmasterhimself for two years following Mr.Cushing’s departure in 1920. In the yearsthat followed, Westminster teachers havebeen recognized as distinguished leaders intheir disciplines, and Westminster studentshave earned national academicrecognition.

This edition of our Bulletin highlightsall sorts of academic initiatives underwayat Westminster in 2014, underscoring ourvibrant intellectual climate. Common tothese initiatives is the enduringcommitment of an engaged and energizedfaculty always seeking to improve their craft in ourcollaborative and supportive setting. Certainly, facultyparticipate in formal professional development offerings, but,in my view, it is our collaborative spirit that offers the mostexciting opportunities for enhancing teaching and learningon Williams Hill. Today, Westminster faculty continue toexplore, innovate and inquire about learning managementsystems, online education, new research about the brain,global education and new teaching techniques, such asflipped classrooms. Our Westminster Teaching Initiative, ledby Mark de Kanter ’91 and Nancy Urner-Berry ’81, offersfaculty opportunities for dialogue, coordinates presentationson teaching and learning at faculty meetings, and even hostsan annual symposium for teachers from peer independentand public schools.

All the while, our students enjoy an enriched academicexperience. Technology is no longer just a medium for socialinteraction, as is the case for many teenagers, sinceWestminster students organize their assignments throughHaiku, our learning management software. This comingsummer, students who wish to review and preview skills for certain courses may enroll in a new two-week onlineprogram WHOLE (Westminster Haiku Online LearningEnrichment) being taught by Westminster faculty. Andlanguage teachers utilize technology to draw on globalresources so as to extend student fluency in other languages.I invite you to learn more about all of these excitinginitiatives as you read further in this edition of our Bulletin.

In addition to incorporating technology into ourclassrooms, this fall we introduced three programs to expose our students to new perspectives and to enrich theirexperience in our school community. All Third Formers now take an introductory arts course, which intentionallyshowcases the breadth of our arts program, including anintroduction to theater, music and visual arts. Parenthetically,this past summer, art teacher John Sandoval planned,constructed and opened a gallery in Andrews MemorialChapel. This space now features faculty and student exhibits,

complementing the more formal setting foralumni and guest artists offered by BaxterGallery in Armour Academic Center.Fourth Formers now meet twice eachweek during the fall term in a CivicEngagement course which challenges themto consider important values which willshape their worldview as they grow up —who they are, and what they stand for, aswell as an appreciation for their obligationto engage in their community. Lastly, theBruyette Leadership Academy for electedand aspiring student leaders, now meetsfollowing family-style dinner twice eachmonth to discuss and reflect upon thequalities that distinguish effectiveleadership. While all complementary to

our core academic program, each of these new offerings alsotouches on important topics related to our school’s missionand core values.

Our community setting is ideally suited for thisenterprise, since students and faculty interact with each other on an ongoing basis in a variety of different venues.Relationships at Westminster are multidimensional, not one-dimensional, as is often the case in school. At WestminsterSchool, a student’s mathematics teacher might also serve as acorridor supervisor, a coach or an advisor, or share a family-style dinner table. In the process, the student gains theconfidence to reach out for support when necessary, and my faculty colleagues, knowing their students better, are able to tailor their support on a personal basis.

Enjoy the articles that follow, as you learn more aboutthe thriving academic spirit that permeates our schoolcommunity. One hundred twenty-six years since ourfounding, I am confident that William Lee Cushing would bevery proud of this school today!

With Grit & Grace,

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

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Hill HeadlinesHill Headlines

Cultural SeriesReceives Gift

Westminster School has received a$25,000 gift from the Ensign-Bickford Foundationto help underwrite the school’s “Friday Nights inGund,” a series of readings, lectures and concertsheld at Westminster during the academic year.The series is in its fifth year at Westminster andfeatures award-winning authors and musiciansas well as accomplished student and facultyauthors and performing artists.

The events are free and open to the publicand are held in the Gund Reading Room ofArmour Academic Center on selected Fridayevenings. Presenters have included a PulitzerPrize-winning author, novelists, poets, nonfictionwriters, singer-songwriters, guitarists and musicalgroups. The one-hour evening presentations arefollowed by a dessert reception where students,faculty and guests have an opportunity to meetone another, discuss the performance, and talkwith the authors or artists.

“Westminster is extremely grateful for the generous gift from the Ensign-BickfordFoundation,” said Headmaster Bill Philip. “Weare delighted that two Simsbury institutions withlong histories in the town and with each otherare partnering to bring outstanding culturalexperiences to our community.”

The Ensign-Bickford Foundation has beenthe principal community involvement arm ofEnsign-Bickford Industries Inc. (EBI) since 1952.Its chief purpose is to make philanthropic giftson behalf of EBI to charitable organizations andeducational institutions located in or near thecommunities where EBI has operations andwhere its employees reside or have affiliations.It is funded in total by contributions from EBI,which was founded in 1836.

“EBI and Westminster have a long andhappy history together in Simsbury,” said ChiefExecutive Officer of EBI Caleb E. White. “Overthe years, employees and shareholder childrenhave attended Westminster and benefited fromrich resources of the school. Coming on the endof Westminster’s 125th anniversary, we feel the‘Friday Nights in Gund’ series is a stimulatingand educational forum to again forge aconnection between all the members of the localEBI family with the Westminster community.”

Top, Chief Executive Officer ofEnsign-Bickford Industries Inc.Caleb White, left, presents a checkto Headmaster Bill Philip tohelp underwrite Westminster’s“Friday Nights in Gund” series.

Recent “Friday Nights inGund” guest presenters haveincluded guitarist James Kerr’93, above, and performancepoet Sean Thomas Dougherty,right.


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Making the Most of aSpecial Opportunity

Westminster has welcomed 16 students to campus from 11countries since 2007 as a part of the Davis Scholars Program. Thescholars have been from Afghanistan, Bulgaria, the Czech Republic, Egypt, Ghana, Latvia, Moldova, Slovakia, Somaliland, Vietnam and theUnited States.

Westminster is one of five schools participating in the program,which is designed to increase and diversify the international anddomestic student population of American independent secondary schools.Funded by the Shelby Cullom Davis Charitable Fund (SCDCF), the programhelps promote international understanding and cross-cultural connectionsacross boarding school campuses and around the globe.

One of the benefits of the program is that upon graduation fromWestminster, Davis Scholars are eligible for continued scholarshipsupport for four years should they elect to matriculate at any of the DavisUnited World College Scholars colleges and universities in the UnitedStates, now numbering more than 91 affiliated institutions.

Currently, five Davis Scholars are studying at Westminster fromdiverse regions of the world.

Nadira Abdilahi ’16 is from Hargeisa, Somaliland, and in her firstyear at Westminster. She previously attended Abaarso Tech School, aboarding school of about 400 students located just outside of Hargeisa.She applied to the Davis Scholars Program because she wanted to studyabroad and experience different cultures. She had lived in Somalia herwhole life and had never visited the United States previously. She speaksSomali, English and some Arabic, and is currently taking Spanish.

At Westminster, Nadira’s favorite classes are math and chemistry,and she played field hockey in the fall and basketball in the winter. “I likethe fact that people at Westminster are really close and care for eachother,” she said. “I have made very good friends already, and I am reallyclose to my roommate. She also likes theteachers. “They are always ready to help youfigure out anything, even though they have abusy schedule.”

Although Nadira is not sure about whatshe will study in college, she hopes hereducation will allow her to give back to hercommunity when she returns home. “Thisprogram definitely changed my life for thebetter,” she said. “I consider myself lucky tohave this great opportunity. I got the chance to come to Westminster and meet so manywonderful people. My future seems so brightbecause of the Davis Scholars Program.”

Mario Benicky ’14 was born in Mikulas, Slovakia, where his familystill resides. He attended a small inner-city school called GymnaziumMichala Miloslava Hodzu before coming to Westminster his Fourth Formyear. He speaks Slovak, Czech, Polish and English, and understands someSpanish, German and Russian.

“I was determined to find a way to come study in the U.S. andlooked up private schools in New England,” he said. “I applied toWestminster because of the strong academics and athletics, and to gainan experience of being independent.” When he was younger, he lived inHershey, Pa., for four years before moving back to Slovakia. “I desperatelywanted to come back to the States,” he said. “I loved it here.”

Mario’s favorite classes are AP Psychology, Algebra 2, ModernWorld History and U.S. History. He plays on First Boys’ Soccer, First Boys’Hockey and Second Boys’ Tennis. “I like the competitive but friendlyatmosphere, the positive influences from the faculty, and the motivation I get when I do my studies here,” he said. “The thing I like best is ourcommunity.”

He says the Davis Scholars Program has changed his lifesignificantly. “It gave me the opportunity to make my dreams become areality and that is a life-changing experience.” He will be attending ColbyCollege next year where he will play hockey.

In his second year at Westminster, Hieu Do ’15 is from Ho Chi MinhCity, Vietnam, where his family still lives, and where he attended the HighSchool for the Gifted, which is affiliated with Vietnam National University.He had wanted to study in the United States but thought that dreamwould never come true because of the resources he would need to do it.When he heard about the Davis Scholars Program, he decided to applysince it would not only allow him to complete high school, it also offeredthe opportunity for college study in the U.S.

Hieu enjoys studying the humanities. “Unlike the teaching methodback home where memorization is the focus, Westminster teaches me tothink critically of historical events and have my own opinions aboutliterary works,” he said. “This method hones my critical thinking skills andthus helps me make good, reasonable decisions in life.” Hieu is vice

Mario Benicky ’14, Laila Samy ’14,Nadira Abdilahi ’16, Hieu Do ’15and Gustavs Gerkens ’15


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president of the Fifth Form and participates in cross country,swimming, track, The Westminster News, the EcoTeam, the JohnHay Society, the Math Club and Serving Our Neighbors. By studyingin the U.S., he says he hopes to be exposed to diverse cultures andideas. “This opportunity enables me to learn from and embrace alldifferences.”

Gustavs Gerkens ’15, who is in his first year at Westminster, isfrom Riga, Latvia, where he attended a school of more than 1,000students called Riga State Gymnasium No. 1. He speaks Latvian andRussian, and is learning Spanish. Despite having never been to theUnited States, he decided to apply to the Davis Scholars Programbecause he wanted to “have a new experience, make connectionsfor future endeavors and attend a top-notch university.”

At Westminster, he participates in Chamber Choir and Chorale,Math Club, Model United Nations and The Westminster News. He enjoys studying calculus and U.S. history and finds people atWestminster “very congenial.” He says the Davis Scholars Programhas given him an opportunity to achieve his aspirations. “Here I am,”he emphasized. “Now, I have to do the rest of the job.”

Laila Samy ’14, who is from Cairo, Egypt, is in her second yearat Westminster. She follows in the footsteps of fellow countrymanAhmed Abdel Khalek ’12, from whom she learned about the DavisScholars Program. “I applied to the Davis Scholars Program becauseI really wanted to get a good education since my school in Egypt,Misr American College in Cairo, has closed many times because ofwhat was happening there,” she said.

Like Ahmed, she excels at squash. Before attendingWestminster, she had previously visited the United States for asquash tournament and a school visit. “My first impression ofWestminster was that it is a very welcoming place where I foundvery warm and caring people,” she said.

Laila is a member of First Girls’ Squash, for which she wasundefeated in dual matches all last year, losing only in the finals ofthe New England tournament. She also won the U17 division of the2012 U.S. Junior Open, the largest junior tournament in the world,featuring players from 20 countries. This year, Laila again had anundefeated regular season, punctuated by winning the title in theNo. 1 draw at New Englands, which included a win over the No. 3ranked U19 American player.

She likes that Westminster requires students to engage inmultiple activities and looks forward to attending WesleyanUniversity next year where she will play squash. “The DavisScholars Program changed my life academically by giving me thechance to receive the best education, and it changed my everydaylife,” she said. “I am thankful for the great opportunity that I havethat many people do not have, not just in my country, but in the world.”

Kimberly Pope P’12, ’15, ’16, who serves as coordinator of theDavis Scholars Program at Westminster, says, “The Davis ScholarsProgram brings the world to us. The students involved help us tounderstand other cultures and to interpret current events. I feel solucky to work with such bright, interesting and determined youngpeople.” During the current academic year, she has visited Ecuadorand Poland on recruitment trips for new scholars.

Students Named WALKS Scholars

Last fall, the WALKS Foundation named Westminster studentsChristopher Jones ’16 and Kailin Wright ’16 as WALKS Scholars for the2013-2014 academic year. WALKS is an acronym for five Hartford-areaschools — Westminster School, Avon Old Farms School, Loomis ChaffeeSchool, Kingswood Oxford School and Suffield Academy. In its 57th year,WALKS’ main focus is to provide students from Greater Hartford anopportunity to attend one of its five member schools. Area businesses,foundations, families and individuals fund the scholarships.

Christopher Jones ’16, a resident of Hartford, is a Sorenson PearsonScholar and a Hartford Youth Scholar. He is a volunteer tour guide, amember of the Multicultural Student Union, plays basketball, manages thefootball team and participates in track. He also plays AAU basketball andvolunteers at a soup kitchen. He hopes to become a mechanical engineer.

Kailin Wright ’16, a resident of Hartford, is a Gummere Scholar. Sheparticipates in Chorale and Dramat. While a student at Indian MountainSchool, she participated in the choir, the theater, the Black and HispanicStudent Association and peer mediation. She also won the English prize.She enjoys volleyball, basketball and tennis and hopes to sing in collegebut is undecided about a major.

In addition to the two WALKS Scholars, Brittany Swanson ’14 was named a recipient of the Barnes Service Award, which annuallyrecognizes one student on each campus who demonstrates exemplaryvolunteer service either on or off campus. Brittany is a member of Blackand Gold, works on The Westminster News and the Spectator, and servesas a peer counselor. As president of Serving Our Neighbors (SON), she isactive in planning and executing the events that make SON a vitalWestminster community service organization. She has also donated hertime to Community Service Day, the MS Walk, the canned food drive,breast cancer awareness events and Connecticut Children’s Medical Center.

The students attended the annual WALKS Scholars luncheon lastfall where Christopher spoke about success being the result of hard workrather than natural talent.

Christopher Jones ’16 andKailin Wright ’16

Brittany Swanson ’14

American Cowboy SharesEpic Mongolian Adventures

Will Grant, who describes himself as an American cowboy and isthe brother of faculty member Newell Grant ’99, gave a presentation tothe Westminster community in December about his participation in the2011 Mongol Derby, the longest, hardest horse race in the world. Hecompeted with 35 other racers in the 1,000-kilometer race across thesparsely populated terrain of Mongolia. The riders were issued a newhorse every 25 miles as they traveled from one station to the next in arace that is a loose re-creation of Genghis Khan’s 13th-century, fast-horsemail relay and employs more than 1,000 Mongolian horses and 300support staff.

Will recounted the dangers, injuries and harsh conditions he facedduring his adventure. Along the way, he stayed in yurts, made newfriends and decided he must return again. “I fell in love with Mongolia,”he exclaimed.

Will grew up in Colorado and loves all things related to the openrange. He is a graduate of Taft School and Sewanee: The University ofthe South. He also earned a journalism degree from the University ofMontana and currently lives in Santa Fe, N.M.

He wrote an article about his derby experience for OutsideMagazine and was later offered a book deal that enabled him to return toMongolia last summer for three months to live with nomads and writeabout that experience. “This was a real adventure off of the grid,” he said.


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Gallery FeaturesStudent Writing inResponse to“Readymade Objects”

Westminster’s Chapel Gallery featured an exhibittitled “Ekphrasis: From Object Matter to SubjectMatter” from Feb. 11 to March 31 that was acollaboration between Westminster’s Visual andPerforming Arts Department and English Department.Objects drawn primarily from the collection of theperforming arts served as an invitation for creativestudent writing.

“Around 1915, Marcel Duchamp introduced theidea of the ‘readymade’ when he displayed and re-contextualized ordinary manufactured objects as art,”said Chapel Gallery Director John Sandoval. “It is in thistradition that objects were displayed in the ChapelGallery. Responding to a work of art with another formof art is a process of ekphrasis. The objective of thisexhibition was to engage in a type of prosopopoeia,coaxing the objects to speak.” Student writings wereexhibited with each object. The gallery is located on thelower level of Andrews Memorial Chapel.

Will Grant raced in the 2011 Mongol Derby.


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Students EarnFinalist Recognition

Westminster Sixth Formers Mae Mullen and Taite Puhala have been named Finalistsin the 2014 National Merit Scholarship Program and are being considered for a NationalMerit Scholarship and the Merit Scholar title.

They are among approximately 15,000 Finalists competing for some 8,300 NationalMerit Scholarship awards that will be announced beginning in April and concluding in July.

JournalistSoledad O’BrienAddressesSPHERE Faculty

Westminster kicked off the new year Jan. 6 by hosting a gathering of facultymembers from SPHERE schools for a receptionand a presentation by award-winningbroadcast journalist Soledad O’Brien.

SPHERE is a consortium of 11independent schools from the greater Hartfordarea that coordinates programs which bringstudents and faculty together from memberschools. Its mission is to help member schoolscollaborate in becoming and remainingculturally diverse, inclusive and responsiveenvironments for teaching and learning. Theconsortium consists of Avon Old Farms School,Cobb School Montessori, The Ethel WalkerSchool, Kingswood Oxford School, The LoomisChaffee School, Miss Porter’s School, PomfretSchool, Renbrook School, Suffield Academy,Watkinson School and Westminster School.

Following a reception in ArmourAcademic Center, faculty members assembledin Werner Centennial Center to hear Soledadspeak about her career and issues related todiversity. Soledad is a broadcast journalist,executive producer and philanthropist who hasreceived numerous awards including the Emmy,the George Foster Peabody, the Alfred I.DuPont and the Gracie Allen for her work. She is the chairman of Starfish Media Group, a media production company and distributor.

Soledad began her presentation by talkingabout her early broadcast career right out ofHarvard and how she has been able to work ongroundbreaking coverage over the years.“Where you sit and what you see iseverything,” she said. She also spoke aboutgrowing up as the daughter of a whiteAustralian father and a black Cuban motherand attending a school that was 99 percentwhite. She said most of her reporting hasfocused on race and class and talked about herwork on the CNN documentary “MLK Papers:Words that Changed a Nation,” including howshe was able to see some original drafts of

speeches written by Martin Luther King Jr. Shediscussed Dr. King’s “I Have a Dream” speechand how he was a regular man who decided hecould do great things.

With respect to school diversity, she said,“Implementing diversity is not as simple as themath. The key is to have blunt conversationsabout the issue.” She showed some video clipsfrom the PBS documentary “American Promise”that was 13 years in the making about twomiddle-class black families as they navigatethe ups and downs of educating their sons. Inclosing, she stressed, “Every level of supportmust be in place to make actual change.”

Taite Puhala ’14Mae Mullen ’14

Soledad O’Brien gives a presentation in Werner Centennial Center.


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AP Biology Visits AmericanMuseum of Natural History

An AP Biology field trip to the American Museum of Natural History(AMNH) in New York City in January came at the midpoint in the year,when the students could apply what they have learned in the class to thedisplays and processes described at the museum.

AMNH is a research facility as well as the home of the world’spremier paleontological collection. Westminster students were able tosee science in action during their visit and, with their background fromclass, appreciate the work that went into making the exhibits.

After arriving at the AMNH, the group visited one of the museum’steaching labs and under the guidance of several museum scientists usedpolymerase chain reaction (PCR) and gel electrophoresis to analyze thegenetics of two food samples for markers of genetic modification. Thesetechniques are ubiquitous now in the fields of forensics as well asphylogeny, and this activity set up the students for more conversationsabout the recent changes in evolutionary relationships based onmolecular evidence. The students also broadly discussed why food isgenetically modified and the different sides of the argument aboutgenetically modified organisms in the food supply.

The students next journeyed to the Hall of Biodiversity, whereexhibits reflect the range of life forms on the planet as well as thebiomes in which these organisms interact. A number of ecological videosand displays gave the students insight into the state of the planet and theimpact of human activity on natural systems.

After lunch, the students visited the Hall of Vertebrate Evolution,which is arranged as a giant cladogram, or evolutionary tree. They hadrecently finished a unit on cladisticsand evolution, so this exhibit becameas much about appreciating theprocess of science as allowing them to witness and wonder about thecreatures, like the dinosaurs, that lived in prehistoric times.

“This trip was a wonderfulopportunity to put into practice some of the knowledge the students haveaccumulated during these pastmonths,” said science teacher Mark de Kanter ’91. “We lookforward to offering other special events to Westminster sciencestudents in the future.”

Students in AP Biology had achance to put into practice some of the knowledge they hadaccumulated in class during a visitto the American Museum ofNatural History in New York City.


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Middle School StudentsAttend Science and MathCollaborative

Westminster hosted approximately 200 Hartford middle schoolstudents from the Environmental Sciences Magnet School at MaryHooker and from Noah Webster MicroSociety Magnet School for a two-day science and math collaborative in November. The project wasconducted in conjunction with the Diversity Academy, a program of TheDiscovery Center, a Hartford-area organization that promotes studentleadership and diversity at schools and through residential programs.

During the visits, the students ate lunch in Watts Hall and thenparticipated in workshops in classrooms in Armour Academic Center led by Westminster faculty and student volunteers.

The science laboratory exercises took place Nov. 6 and involvedconcepts ranging from sound and beat frequency to linear and angularmomentum to light, and required participants to analyze graphs, makecomputations and discuss the new ideas.

In the motion graphing lab, the students learned about basic metricmeasurements, how to interpret graphical information and the meaning of slope. “They enjoyed working with the motion detector software andhad fun trying to match their movements to the graphical informationprovided,” said science teacher and Dean of Faculty Greg Marco P’08, ’11.“Overall, I felt that the activity was a tremendous success.”

“For the mini-unit on sound and beat frequency, we began byreviewing what they knew about waves and sound, and then, with atuning fork and a slinky, demonstrated how objects create sound bycompressing and ‘stretching’ air molecules,” said science teacher Mark de Kanter ’91. “Some of the students came up with greatdescriptions of this process when we asked them to write about it. Wethen moved to the back of the classroom, where the students capturedsound from either an electronic keyboard or a tuning fork using a Vernierprobe. They could then analyze the wave, calculating period andfrequency. We asked them to listen to two notes played together to

make a beat and come up with an explanation.”“I had some spirited students who were excited to learn about the

nature of sound, and many of them were thrilled to be working with ourtechnology in the science labs,” added science teacher Grant Gritzmacher.

The Nov. 20 math workshops focused on linear equations, thePythagorean Theorem and lessons on slope. “We like challenges,” mathteacher Peter Doucette P’16 told the students during his workshop onlinear equations. “We are trying to challenge you.”

Westminster also worked with The Discovery Center, located inFarmington, Conn., in January 2013 to host two other visits by studentsfrom the same schools. The mission of The Discovery Center is to shapepositive attitudes about race and differences, reduce isolationismbetween urban and suburban/rural schools, and improve math, scienceand language arts skills. Jason Fredlund, coordinator of the DiversityAcademy, said, “We are so honored to be hosted by Westminster Schoolfor this program. Our students are challenged, engaged and provided withan unparalleled level of excellence in education, technology and instruction.”

Math teacher Peter Doucette P’16 leads a math workshop on linear equations. Student volunteer Maxine Smith ’14, right,helps students with a science laboratory exercise.

Science teacher Grant Gritzmacher guides middle schoolstudents in a workshop on sound and beat frequency.


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O N T H E S T A G E

“The Compleat Wrksof Wllm Shkspre(Abridged)”

There was no shortage of laughter duringDramat’s November presentation of “The CompleatWrks of Wllm Shkspre (Abridged)” in the WernerCentennial Center. This parody of all 37 ofShakespeare’s plays centered around a band of misfitsoffering skewed and compelling histories of the plays.


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O N T H E S T A G E

“Into the Woods”Dramat completed a very successful

three-day run of the musical “Into the Woods”in February. With music and lyrics by StephenSondheim and based on the book by JamesLapine, the production took everyone’s favoriteBrothers Grimm storybook characters andbrought them together for a timeless, yetrelevant, modern classic.

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O N T H E S T A G E

Winter Visual andPerforming ArtsFestival

Members of the Westminster communityenjoyed music, song and dance at the winterVisual and Performing Arts Festival March 5held in Werner Centennial Center. Students inthe Chamber Choir, Chorale, Concert Band, JazzBand and Dance Ensemble took to the stage togive a variety of performances that served asthe perfect way to end the winter term.


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Season OverviewsSports Information Director Betsy Heckmangives some highlights from the fall and winterathletics seasons.

FALL SEASONIt was another outstanding fall season for theWestminster athletics program. Two teamsqualified for postseason play and a number ofoutstanding players were recognized for theiraccomplishments.

First Girls’ Soccer and Field Hockey bothreached the Class A New England Tournament.

First Girls’ SoccerFirst Girls’ Soccer tied for Founders LeagueChampions, compiling an impressive 14-3-1record. The team earned the No. 2 seed in thetournament and won the quarterfinals inovertime against Hotchkiss before falling toNobles in the semifinals. Captain midfielderLaura Moore ’14 was crucial in a number of the team’s victoriesover the course of the season. Moore was named a BostonGlobe Class A All-Star. In addition, she and forward SallySandoval ’15 were identified as Western New England PrepSchool Soccer Association All-Stars. Finally the ConnecticutGirls’ Soccer Coaches Association awarded All-State honors toMoore, Sandoval and Megan Richard ’14.

First Field HockeyFirst Field Hockey (16-3), the No. 4 seed in the Class A NewEngland Tournament, defeated Andover 4-1 in the quarterfinalsand fell to Nobles in the semifinals. Brooke Wolejko ’14

(offense) and Ashley Carbone ’16 (defense) earned spots on theNEPSAC All-Tournament Team. For their outstanding play overthe course of the season, Kelcie Finn ’14 (forward) and Kat Pate’14 (goalie) were named Western New England Prep SchoolField Hockey Association (WNEPSFHA) All-Stars.

First FootballThe New England Prep School Football Coaches Associationnamed Vincent Ferraro ’14 to the All-New England Class B team.Ferraro and Chaz Ruffin ’16 made the All-Colonial League FirstTeam, and Elli Bonadies ’14 and Jacques Wisner ’14 earned All-Colonial League Second Team recognition.


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First Boys’ SoccerFirst Boys’ Soccer goalie John Pappas ’14 earned All-NewEngland honors. In addition, Pappas and Pierce Cote ’14 werenamed Western New England Prep School Soccer AssociationAll-Stars.

WINTER SEASONFirst Girls’ HockeyFor the third time in five years, First Girls’ Hockey (17-6-3) wonthe Girls’ Division I New England Championship, but this time,the road to victory was more unpredictable. Seeded sixth,Westminster had to overcome the No. 3 seed, Pomfret, the No. 2seed, St. Paul’s, and the No. 1 seed, Nobles. The quarterfinalmatchup against Pomfret was a game for the ages. It took threeovertime periods to put away the Griffins. Tori DeAngelis ’14scored the game winner. Goalie Brooke Wolejko ’14 ended thegame with 51 saves. In an exciting back-and-forth game in thesemifinals against St. Paul’s, Sarah Melanson ’16scored the lone goal of the contest. Wolejko wasagain unbelievable all afternoon long in order tosecure the shutout. In the finals, Westminsterfaced undefeated Nobles. DeAngelis put theBlack and Gold on the board in the first periodand went on to score two more goals to completethe hat trick and secure the championship. Overthe course of the tournament, the defense, led byKat Pate ’14, was unstoppable. Wolejko stopped101 shots and deservedly earned MVP for thetournament. Wolejko was named All-NewEngland Second Team goalie, and Pate waschosen as one of two First Team All-NewEngland defenders.


15

First Boys’ HockeyWith a 12-10-3 regular season record, FirstBoys’ Hockey qualified for the Piatelli/SimmonsSmall School Tournament. The Martlets werethe No. 4 seed and hosted Groton, the No. 5seed. It was a game characterized by too littletoo late, however, as the Black and Gold fell inthe quarterfinals 3-2.

First Girls’ SquashFor the first time in the school’s history,Westminster can boast about having a femaleNew England squash champion. Laila Samy ’14completed an undefeated season, capped bywinning the Class A, No. 1 Flight New Englandtitle. Samy, who was the runner-up last year,faced two talented players in the finalmatches. It took four close games for her towin the semifinals, and in the finals, sheclinched the victory with a 19-17 third-gamewin. Samy led the team to a 10th-place finishin the tournament, the team’s best result everin New Englands. She was recognized by USSquash as an All-American for 2013-2014.

Swimming and DivingWestminster hosted the New England PrepSchool Athletic Conference Division IIChampionships. The girls finished fifth, theboys came in fourth place overall, and bothteams smashed school records. Third Formphenom Leta Giordano won the 100 Fly and seta new school record in the event (1:01.12). Sheteamed up with Emily Kunsman ’15, Nornia Xu’17 and Alex Kavle ’15 in the 200 FreestyleRelay to place third, breaking the old schoolrecord by more than 1.5 seconds (1:45.42). Not

to be left out, the boys established a newschool record in the 200 Medley Relay. HenryChou ’15, Toby Casper ’14, Travis Percy ’14 andTom Dudzik ’15 came in second place overallwith a time of 1:42.69.

First Girls’ BasketballFirst Girls’ Basketball co-captains RachelMonroe ’14 and Annie Lacey ’14 led a youngbut energetic squad this past season. Monroeset a new school record, scoring 10 three-pointers against Hopkins School in a 54-34win. She was selected to the NEPSGBCA (NewEngland Prep School Girls Basketball CoachesAssociation) All-Star Team for the secondconsecutive year.

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Preparando ciudadanos del mundo

PARANDI CIVES MUNDI

Preparing Global Citizens教育全球公民

Préparer les citoyens du monde

Spanish teacher Arturo Solisteaching his AP SpanishLiterature class, and, right,Westminster students on aschool trip to France in 2013.

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IF YOU HAVEN’T STUDIED A LANGUAGE IN A WHILE,

the experience of sitting in on one of Westminster’s language classes

might not compare with what you remember about your own language classes.

Today, language study goes far beyond grammar comprehension to achieving oral,

written and cultural fluency. “It is all about communication, both written

and oral,” said Sara Deveaux P’14, ’16, who heads the Westminster

Language Department and has been a French teacher for 22 years.

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Language ProgramWestminster’s language program

includes nine faculty members andcoursework in French, Spanish, Latinand Chinese from the beginning to APlevels and independent study. Studentswho are new to a language can beginat the first level, but most studentscome in at higher levels because theyhave had previous study. Somestudents even take two languages.

“We encourage students to gothrough four years of study sincecolleges like to see four consecutiveyears of language study,” said Sara.“Some students may switch languageswhen they arrive because they want totry something new, and that is fine.Our goal is to get students to master alanguage.”

In Westminster language classes,the target language is spoken 90 to100 percent of the time — 90 percentat the lower levels and 100 percent inthe middle- to upper-level courses.Homework is about reading or viewing materials and thentalking or writing about them. There are still grammar tests,but students are also assessed through such things as oralpresentations, debates, papers and reports.

“The Language Department prepares students for thereal world,” emphasized Sara. “Our focus is vocabularyacquisition in order to facilitate conversation andcommunication. By the time students leave Westminster, theyshould know how to write a letter and an email, bothformally and informally in a target language. They shouldalso be able to go online and read news stories in thelanguage and understand what they read. We want them tohave a skill to take with them. We aim to give them the toolthat will let them into other cultures.”

A Global Themes ApproachSara, who teaches French 3 and 4, French 3 Honors and

AP French Language, has been grading AP essays for theCollege Board for eight years. Three years ago, the CollegeBoard introduced a new AP French exam focused on sixglobal themes. With the advent of the new exam, textbooksalso had to adapt, beginning at the first level of study. Andthis new thematic approach has not just been for French; ithas stretched across other areas of language study.

“This is a positive change for language teaching,” saidSara. “Within the global themes, teachers are free to selectwhatever learning materials they like. For a theme aboutworld challenges, I can have students read articles from theInternet or magazines, or have them listen to news reports.Within those materials, students learn the grammar and the

vocabulary, and that starts early on inFrench 1. They are not only learningabout world challenges, they areacquiring vocabulary so they cancommunicate. This makes learningand teaching a language much moreinteresting.”

Integration of TechnologyArturo Solis, who is in his fourth

year teaching Spanish at Westminster,is trilingual, having grown up in ahome where both Spanish andPortuguese were spoken. He teachesAP Spanish Literature, AP SpanishLanguage and one section of Spanish2 Honors and likes the multiple ways

Left to right, Head of the Language Department Sara Deveaux P’14, ’16 teaching herAP French class; students in the Language Studio; and Chinese teacher CaraHugabonne, left, with Joanna Beach ’16 in Chinese 2.

A “dragon” makes an appearance in Andrews Memorial Chapel during Westminster’sannual Chinese New Year celebration put on by students taking Chinese and nativeChinese-speaking students.

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to study language today. “The learning isn’t just in the

textbook or filling in blanks,” hesaid. “It is about watching shortvideos and commenting on them andbringing online activities into thestudent’s home. At the higher levels,we are reading short stories,watching feature films and takingadvantage of the abundance ofmaterial out there in order to helpthe student learn the culture and howto properly speak and interact inSpanish. When students see thelanguage is not just what is in thebook, it comes to life for them. That iswhen they start to really get into it.”

Arturo says the integration oftechnology with language study is adistinguishing characteristic of Westminster’s languageprogram and greatly improves students’ fluency.

“What has changed in language acquisition over the last10 to 20 years is the amount of speaking students do becausewe now have digital technology that allows them to speakthe language both in class and at home and record it on theirphones or computers so their teachers can review it,” he said.“Students can create recordings of songs, simulatedconversations with their teacher and partnered conversations,and upload these files to their teachers. Since they arespeaking and recording every day, the speed of their oralproficiency skyrockets.”

Chinese teacher Cara Hugabonne is in her fourth year at Westminster and teaches Chinese 1 through 4 andindependent studies in Chinese. The number of studentstaking Chinese at Westminster has doubled in the past three

years, and six students are doingindependent studies this year. Withmore Chinese programs at thejunior and middle school level,more students are enteringWestminster with backgrounds inChinese and electing to continuetheir studies. Some are also turningto the language for the first time.

Cara’s Chinese textbookemphasizes oral and listeningcomponents of language learningand even has an accompanyingmovie that was filmed in China.“When we watch a video and seesome conversation exchange, Ihave the students get up in classand try to use it,” she said. “Westart with a handshake and are

always building off that. I mingle with them and try to pushthem to the next level of conversation by inverting sentenceorder to see if they can be more flexible. That is the part theyand I like the best.”

When possible, Cara involves native Chinese-speakingstudents from campus in her classes. “Sometimes if I see anative speaker walking by our classroom, I will ask them ifthey want to come in and be a part of what we are doing,”she said. Sometimes students in her classes will even asknative speakers for help outside the classroom. “I encouragethis because it is good for my students to hear more than one voice, and because at the end of the day, the goal is tocommunicate with Chinese people.” Her students also workwith native Chinese speakers to put together Westminster’sannual Chinese New Year celebration, which often includes achapel talk and a themed dinner.

Spanish teacher Ellie McDonald with students inher Spanish 3 class.


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Learning About History and CultureAs a classical language, Latin is still spoken

in the classroom but not as frequently as otherlanguages are spoken in class. “We speak it a littlein class at the lower levels because it is reallyimportant for students to be able to hear thelanguage,” said Latin teacher Maureen Lamb, whois in her fourth year at Westminster and teachesLatin 1 through AP Latin and an independentstudy this year in poetry.

She says one reason students often chooseLatin is that it helps them to learn word roots andimprove their score on the verbal SAT. However,her biggest selling point to students about why tostudy Latin is that it can put them in directcommunication with people who lived thousandsof years ago. “I tell the students those Romansmay have lived a long time ago and may haveworn togas, but they felt the same things we do,”she said. “When you take Latin, you are not justtaking a language, you are taking a course thatincludes the history and culture of the last 2,000 years of history.”

Maureen says that most people who took Latin yearsago just studied grammar translation. “Now every chapter inour textbook comes with a reading passage, so students cansee how the grammar works in context,” she said. “This hasproven to be a much better way to learn the language. Whenyou study a passage, you also learn the culture and thehistory, so it ties things together.”

She uses technology to keep her students interacting in Latin both inside and outside of the classroom. Forhomework, she often has them translate a section of textonline and make comments about three of their classmates’sections of translation. “Generally, they are doing homeworkat the same time, so they can ask each other questions,” sheexplained. “It is like a small chat room.”

Maureen’s students participate in the National JuniorClassical League’s Latin exam each year and a creativewriting contest, in which several students have doneexceptionally well. She also takes them to the annual ClassicsDay at the College of the Holy Cross, her alma mater. Lastyear, her students came in second and third in themanuscript contest.

AP Latin student Charlie Russell ’14 says he has lovedtaking Latin during his four years at Westminster. “Theamount of help Mrs. Lamb has given me is unbelievable. Ilove the relationships I have built among the students andthe hands-on activities we do in and out of class. ThroughLatin, I have been able to make connections to otherlanguages.”

School Trips AbroadOne way Westminster students can connect what they

have been studying in their language classroom to real life isto take one of Westminster’s school trips abroad, which areoften offered by Westminster language teachers during springbreak or summer vacation.

In 2011, Maureen escorted a student trip to Florenceand Rome, where students could see firsthand places theyhad been studying in Latin such as the Coliseum. And thisyear, Cara will be chaperoning a student trip to China inJune. She escorted a trip there in 2012 and says theexperience gives students a sense of the reality of what theyare studying. “Chinese is the most spoken native language inthe world, and when they take their language skills on thestreet and it works, that is a very special moment for them,”she stressed.

Rosie Wetzel ’14, who studies two languages atWestminster — an independent study in Chinese and APSpanish Literature — visited China as a Fourth Former onCara’s first school trip there. “Not only did I have the chance

Charlie Russell ’14, right, who has taken Latin all four years atWestminster, confers with classmates George Doolan ’15, left,and George Crawford ’15, center, during their AP Latin class.

Latin teacher Maureen Lamb reviews a map of the Roman Empire at itsheight with AP Latin students Madeleine Percival ’15, George Crawford’15 and Mae Mullen ’14.


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to experience Chinese culture and to tour three majorChinese cities, but I also got to apply what I had learned in the classroom,” she said. “The last city we visited wasBeijing, and I had the opportunity to stay with a local familywho spoke no English. Communicating was scary anduncomfortable at first, and not nearly as seamless as it wasin the classroom. But communicating even basic needs wasreally exciting.”

Sara takes a group of French students on a two-weektrip to France every other year that includes a home staywith a French family. “It takes a lot to convince the kidsabout the home stay because the idea of not beingunderstood is frightening,” she explained. “We talk aboutcultural differences in advance and how it is important forthem to just throw themselves into a conversation. It is onlythrough discomfort that a student can grow.”

Andrew Bell ’14, who takes AP French with Sara, wasone of the students on last year’s trip to Paris and southernFrance. He spent one week in Nice with a host family andattended school with his host brother every day. “Whilepracticing my French, I was also able to learn about theculture of the south of France,” said Andrew. “I wasapprehensive at first about staying with a family who did not speak English, but my experiences were well worthbreaking down the language barrier. Overall, the trip will be a highlight of my Westminster career.”

Studying AbroadSome Westminster students take their quest for language

mastery one step further by studying abroad for an entireschool year. Westminster students accepted by the prestigiousSchool Year Abroad program, may experience yearlongstudy and travel in China, France, Italy or Spain.

This year, Susie Black ’15 is studying for nine months in

Rosie Wetzel ’14studies both Chineseand Spanish atWestminster, andvisited China in 2012on a school tripabroad.

Susie Black ’15, center,is studying abroad inSpain this year. She isshown with somefriends on a tour of acastle in Tarazona, asmall town outside ofZaragoza, where herschool is located.

George Knight ’15 gives a presentation to the Westminstercommunity about his school year abroad in China.

Spanish teacher Sandy Carlisle, center, with Stina Ladd ’15, left,and John Pappas ’14 in her Spanish 4 class


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Zaragoza, Spain. She says that after studying Spanish at thehonors level for two years at Westminster, she wanted “toexperience more of the world, see new places, meet newpeople and try new things.” She lives with a host family in an apartment about a 15-minute walk from her school. “My Spanish has improved so much,” she said. “Spain is anamazing country, and I love getting to see so much of it.”She has visited San Sebastian, the Guggenheim Museum inBilbao and the bullfighting plaza in Pamplona. “The Spanishpeople are very friendly and very understanding when I donot know how to say something in Spanish. I have alsobonded so well with the people with whom I go to schoolbecause we are all going through the same situation and areall hoping to learn a lot and go many places.”

Although he had no knowledge of Chinese, GeorgeKnight ’15 spent last year studying in China at BeijingNormal University High School No. 2. He lived with a hostfamily and jokingly says learning Chinese was a “life anddeath” matter for him since he needed it to order food, hailtaxis and communicate with his host family. When he firstarrived, his host father would take him to the park, andGeorge would point out things and ask him how to say thewords. George really liked his Chinese classes at school andsays he began thinking in Chinese by December, which reallyhelped him progress. He describes gaining fluency in Chineseas a “superpower.” “It is unbelievable to be able to walk upto a Chinese person and strike up a conversation,” he exclaimed.

This year, George is back at Westminster and continues to advance his knowledge of Chinese through anindependent study with Cara that involves further studies in the textbook he used in China and helping her developsupplemental materials for her other classes. He highlyrecommends studying abroad, saying it is the “greatestexperience of your life.” He lovedvisiting various parts of China andplans to return again.

Continued Language Study in College

About 95 percent of Westminsterstudents continue their study oflanguage in college. Some stay with thesame language, while others switch toa new one.

Katie Polio ’11, who took Frenchat Westminster, is continuing her Frenchstudy at Bates College, where she plansto minor in it. Looking back, sheespecially liked the interactive natureof her Westminster French classes.“We would listen to French songs andtry to decipher the lyrics, have debatesin French and make crepes together asan end-of-the-year celebration. Wewere always having fun whiledeveloping our language skills.”

Katie says participating in the

Westminster trip to France her Sixth Form year that includeda home stay is what really fostered her desire to becomefluent. “I think being able to speak multiple languages isextremely valuable,” she said. “I realized during myexperience in France that being able to communicate withmy host family allowed us to form a reciprocal relationship,learning from each other. I think being able to communicateis clearly the first step to achieving a true cross-culturalexchange.”

This year, Katie is learning about another culturethrough college study in Dakar, Senegal, where French is theofficial language. “The program requires that we take thelanguage pledge, meaning that we can only speak English inthe case of an emergency,” she said. “This immersion willsignificantly improve my ability to speak and understand the language.”

Bridget Gorham ’13 is a freshmanat Boston College with a combinedHispanic studies and political sciencemajor, and a minor in internationalrelations. At Westminster, she tookSpanish all four years, ending with APSpanish Language her Sixth Form year.

She says her Westminsterlanguage study greatly influenced herstudy of Spanish in college. “Duringmy Fifth Form year, Spanish was nolonger a study but, instead, apassion,” she said. “From day one ofmy Third Form year, every class washeld only in Spanish. The fact that ourteachers expected that out of us wasamazing. It made us expect a lot outof ourselves.” In fact, she says she wasoverly prepared for her languageclasses in college. “The first class Iwas placed into at BC consisted oftwo American seniors and the restnative speakers,” she said. “That saysa lot about the language program atWestminster.”

Katie Polio ’11, who is continuing her French studies at BatesCollege, is completing college study this spring in Dakar,Senegal, where French is the official language.

Bridget Gorham ’13 is a freshman atBoston College with a combined Hispanicstudies and political science major and aminor in international relations.

PHO

TO: T

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Gaining a Global PerspectiveKnowing multiple languages can be a distinct advantage

in a competitive global world. “We encourage students tobecome proficient in three languages including English,” saidSara. “We hope students continue the language they studiedin high school in college and pick up a third language incollege in order to keep up with students from othercountries who are multilingual. It is important in this globalworld that they have three.”

“Nowadays, it seems that if you cannot speak a secondlanguage or third language, it is going to hinder you,” addedArturo. “Businesses have become so international that theywant to know they can put you on the phone with someonefrom another country. They also want to be able to send youto other countries and have you represent the company well.The world has become flat.”

Zac Hamilton ’14, who is from Ottawa, Canada, whereboth French and English are spoken, has been studyingFrench since elementary school. “I feel very lucky to havebilingualism in my life,” he said. “French is an important

language where I am from and to have the opportunity tocontinue to develop my grasp of the language has allowedme to preserve an important part of my heritage. It alsohelps me expand my world perspective.” This year, he istaking an independent study in French with Sara that hasinvolved teaching a French 1 class, tutoring French studentsand reading Sartre and Camus. “I have enjoyed theopportunity to expand beyond just knowing the language,”he explained. “We do a lot of work that intertwines cultureinto my study, and it makes for a more completeexperience.”

Arturo emphasizes the importance of languageknowledge in bringing people of different cultures together.“I think it opens our eyes to ways in which other cultures door see things,” he said. “We learn that not everyone mayhave the same view as we have, and we must be respectfuland listen because there is something to learn from everyculture. Language study creates better global citizens, and atthe end of the day, I think that is what we are looking for.”

Clockwise from top left, Spanish teacher Eliza Childs with students and parents in her Spanish 2 class during Class Visit Days; French teacher Gloria Connell P’99, ’00, leads students in a song in the Language Studio; and Spanish teacher Peter Newman ’80,P’16 teaches Spanish 3 Honors.


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Making Good Teachers


Making good teachers even better is the aim of

the Westminster Teaching Initiative (WTI).

Each Thursday morning, Westminster faculty

members take one hour out of their busy schedules

to talk about different aspects of teaching. They

gather in the Perry Room of the Cole Library to

discuss such things as learning theories, non-

cognitive skills, TED Talks and the role of high

school in the educational process.

Formation of WTIWTI was formed in 2010 to enhance teaching and

learning at Westminster by encouraging collaborationbetween faculty members and within departments regardingissues of curriculum and pedagogy. It was spearheaded byformer Westminster English teacher Tim Quinn ’96 workingwith Moral Philosophy teacher Todd Eckerson P’09, ’11, ’16

and former Dean of Faculty Dick Adams P’93. Tim, who now serves as assistant head of the

upper school at University School of Milwaukee,says there were four factors that led to WTI’screation. “The first was the opening of ArmourAcademic Center in 2009,” he explained. “It wastime to put an even greater focus on what happensin the building. The second was that teaching canbe an isolating profession, and teachers need toshare ideas and learn from one another. The thirdwas that independent schools tend to focus more

on content expertise thanpedagogical expertise, andWTI attempted to bring somebalance to that. Lastly, thereis a movement towardinternal professionaldevelopment with teachersbeing seen as experts, whichis more cost effective thanbringing in speakers.”

Tim points out that there was no underlyingphilosophy for WTI aboutthe “right way” to educate because that doesn’t exist. “Ifanything, the philosophy was simply that teachers should bein a constant state of self-reflection, leading to a constantcycle of self-improvement and that this can’t be done unlessteachers get together, share ideas and learn from oneanother.”

Tim is quick to give credit to Headmaster Bill Philip,Todd and Dick for their support. “All I did is rejuvenateideas and programs that previously flourished,” he said.

Even Better

“...teaching can be anisolating profession, andteachers need to shareideas and learn from

one another.”

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Clockwise from top left, a WTI meeting involvingWestminster faculty; Moral Philosophy teacher ToddEckerson P’09, ’11, ’16 gives a chapel talk at the 2011Westminster Teaching Symposium; Tim Quinn ’96welcomes guests to that symposium; and attendees at oneof the sessions, which focused on assessing student learning.

Roots of WTIThe roots of WTI go back to 1993 when Todd served

as dean of faculty and established two seminars for newteachers. One met for a trimester and helped all new teachersmake the transition to Westminster by addressing issuesrelated to education in general and to Westminster inparticular. The second was for teachers who were both newto Westminster and new to the teaching profession andconvened throughout the year to expose them to thephilosophical, pedagogical and psychological fundamentalsof education. “It was a kind of Education 101,” said Todd.

Todd’s efforts went a step further when he established a Veteran Teacher Seminar at Westminster following asabbatical he took in 1996-1997 at the Klingenstein Centerof Teachers College, Columbia University. “Klingensteingives you the tools to think about teaching,” he said. He incorporated some of the ideas he had learned atKlingenstein into a seminar for experienced teachers in order to examine progressive teaching techniques with an eye toward incorporating them into theirteaching. Participants visited schools thatwere significantly different fromWestminster and produced provocativeessays intended to promote thought anddiscussion among the Westminster faculty.“I often brought articles to class fordiscussion, but there wasn’t anyhomework,” said Todd. The seminarcontinued to meet until Todd stepped awayfrom the dean of faculty position in 2001-2002 to start the Crossroads Cooperative Learning Programin Hartford.

When Tim, a former student of Todd’s, was appointedto the Westminster faculty in 2006, he, Todd and Dick begantalking about the need to start the program again. “We sataround between classes and talked about these issues,” saidTodd. “We have experts atWestminster, so there is gold right under our nose.However, because we arereally quite autonomous in our classrooms, it isabsolutely essential toshare.”

Under their leadership,the WTI was launched in2010 to advance teachingand learning at Westminster.“One of the premises wasthat new ideas willpercolate up and out,”emphasized Todd. “If wecame upon a good idea, wewould spread it. At WTI,we wanted to explore theeducational literature out

there and bring back ideas that made sense for Westminster.”WTI began meeting regularly in 2010 during a

classroom period. Since not all teachers could attend due totheir teaching schedule, the goal was to get as many teachersinvolved as possible, so additional meetings were held atalternate times. Presentations about teaching called “A Lookat Learning” also started taking place at faculty meetings.

Widening the CircleAfter a year of successfully sharing ideas at Westminster,

WTI held its first annual Westminster Teaching Symposiumin 2011 and invited teachers from other schools in the regionto attend. “The first symposium was an attempt to widen thecircle of sharing ideas, which would allow our teachers tolearn from colleagues at other schools, and they from us,”said Tim. “It was also a public way of saying ‘look at whatWestminster is doing to enhance teaching and learning.’”

The symposium was titled “The Many Ways ofAssessing Student Learning” and was attended by 32 guests

from area schools as well as numerousWestminster faculty members. The daylongevent was held in Armour Academic Centerand featured eight experienced classroomteachers, including two from Westminster,who gave presentations about how theyassess their students.

Westminster has held two additionalsymposiums. More than 150 teachers from28 schools in the region attended thesecond annual symposium in 2012 titled“Building 21st-Century Skills” that

featured a keynote address by Patrick Bassett, then-presidentof the National Association of Independent Schools (NAIS).He spoke about what he called the “Six Cs” —communication, creativity, collaboration, character, criticalthinking and cosmopolitanism — saying they are skills and


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“We are constantly workingon being learners ourselvesand putting ourselves in theshoes of our students.“

Patrick Bassett, then-president of the National Association of Independent Schools, gives thekeynote address at the 2012 Westminster Teaching Symposium.

values that will be demanded of students and rewardedin the 21st century. During the day, the attendees wereable to select from 15 presentations on topics rangingfrom flipped classrooms, to collaboration throughmobile devices, to incorporating creativity into lessonplans.

The third annual symposium was held last fall andtitled “Collaboration and Feedback: Using Protocols to Create Learning Communities.” It featured guestspeaker Gene Thompson-Grove, an educator and author of several protocols for creating and sustainingprofessional learning communities and studying studentwork collaboratively. After her introductorypresentation, teachers broke into assigned groups to practice a “Success Analysis” protocol and a “What? So What? Now What?” protocol.

Honing a CraftFollowing Tim’s departure from Westminster in June

2012, science teachers Bill Sistare and Mark de Kanter ’91took over as co-directors of WTI. That same year, theEdward E. Ford Foundation approved a $50,000 matchinggrant for the program. The grant provides for a portion ofthe directors’ salaries, the symposium, books, media,classroom technology and professional developmentopportunities related to the initiative.

A subsequent change in WTI leadership occurred lastfall, when science and math teacher Nancy Urner-Berry ’81,P’11, ’16 replaced Bill as co-director, following hisappointment as director of studies.

“WTI meetings this year have focused on honing our craftas teachers,” said Nancy. “We pick topics that invite discussion

regarding how to enhance our work both with our studentsand between our teachers. We are constantly working onbeing learners ourselves and putting ourselves in the shoes ofour students. In the future, we hope to videotape teachers intheir classrooms, visit other schools and continue to build alibrary of books and articles about best practices.”

“Teaching is something that you can become better at,”added Mark, who continues to co-direct WTI with Nancy.“It is a nuanced skill that people develop over time incollaboration with other teachers. Hopefully, we are offeringa model where teachers can build on their skills withouthaving to travel to a conference or a summer course.” After each session, he shares detailed notes with all facultymembers, so they can keep abreast of what is transpiring inthe meetings if their schedule does not permit them to attend.

And to provide extra assistance to teachers who are newto Westminster, Dean of Faculty Greg Marco P’08, ’11, theholder of The John Sherwin Jr. ’57 and W. Graham Cole Jr.Chair, runs a seminar throughout the academic year that issimilar to the one Todd created years ago for new teachersand Dick offered to new teachers during their first term.

Greg’s weekly meetings introduce new teachers toWestminster and help guide them during their first year atschool. Some of the topics include classroom, team andcorridor management; parent communications; lessonorganization; and time management.

Reflecting on WTI nearly four years after it wasfounded, Tim says, “My hope is that the program willcontinue to flourish at Westminster and, ultimately, result inteachers having more and more opportunity to reflect uponand enhance their practice.” One of the legacies of his earlyinvolvement with the initiative is a book he published lastsummer titled “On Grades and Grading.” “Many of theideas in that book spun out of discussions that we had atWTI meetings,” he said.


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A session of the 2012 Westminster Teaching Symposium titled“Building 21st-Century Skills.”

Nancy Urner-Berry ’81, P’11,’16, co-director of the WTI,welcomes participants to the 2013 Westminster TeachingSymposium about using protocols.


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Keeping abreast of new technology designed to improveteaching and learning is a never-ending quest. With thetechnology boom of the last decade, came tools to bring theInternet into the classroom, proliferation of educational appsand development of comprehensive learning managementsystems. “It is like drinking from a fire hose,” saysWestminster’s Director of Academic Technology Mark deKanter ’91. “There are so many different options out there.”

After reviewing those options, Westminster introducedHaiku Learning, a schoolwide learning management systemlast fall. As a result, teachers have created Web pages foreach of their courses that include such things as theirsyllabus, content blocks, online activities, online assessmentsand videos. Their pages have become a storehouse for thematerials they are using in their classes.

“For the student, it is the integration of all of theirmaterials into one stream,” said Mark. “This was anextension of many of the things we had been doing for yearsthrough our email system, the Internet and, more recently,

A Cohesive Stream of Classroom Materials

Director of Studies Bill Sistare

Top, Director of Academic Technology Mark de Kanter ’91gives a presentation about Haiku during Parents Weekend.

the tools in our Google domain. It was an opportunity for us to grow as teachers and as a learning institution. We continue to explore different ways of using it.”

To prepare for the implementation, teachers attendedtraining sessions about Haiku last spring and summer, andshared knowledge with one another as they created theircourse pages and mastered new skills. Students wereintroduced to Haiku before and after school started in the fall.

Building Transitive Skills“Students today are digitally native and comfortable in

a world where technology is integrated more and more intotheir lives,” said Mark. “They are getting fewer handoutsand more materials online.”

“Haiku eliminates the confusion and uncertaintyabout day-to-day work,” added Director of Studies BillSistare. “It also facilitates the presentation of supplementalinformation for students who are naturally curious. In somerespects, the students have a mini-encyclopedia they canaccess for enrichment. Self-motivated enrichment is wheresome of our students do their best work.”

Westminster adopted a bring-your-own-device (BYOD)policy last year that requires students to bring their ownlaptop to classes. “They need to learn how to productivelyuse devices in the classroom as well as outside theclassroom,” said Mark. “The expectation is that the studentcan do something online in class at the teacher’s discretion.”

He points out that while most students can usetechnology and social media deftly, it might not always be in a productive way. “Haiku is the type of system that givesthem experience with productive technologies. The platformsthat they will use in college may be different, but the skillsthey are learning here with Haiku will be transitive. Theywill be able to take the skills they learned at Westminster and be ready to meet college expectations.”

Another benefit of Haiku is that it allows for a shift infocus from the teacher creating and presenting all of the classmaterials to the studentstaking a role in this too. Forexample, students can workcollaboratively to producestudy guides to share withother students and embedthem on their class’s Haikupage. “I have had students

use Haiku to create quizzes for their own review,” saidMark. “They are actively engaged in the learning processwith each other and not dependent on the teacher as thecreator. However, as the teacher, you can act as the arbitratorof whether what they produce is a good resource.”

Technology is also challenging students in new ways.“The reality is that technology has raised the complexity ofthe things students have to master,” said Mark. “Forty yearsago, students might have had to draw a chart for a class,whereas now, they are expected to be proficient with Excel,Word and Google Apps to share and present information. If we are making life easier for them in some ways withtechnology, it is also more challenging for them as well.”

Mastering technology skills not only offers advantagesto students for college but also for their careers. “To be

conversant in Google Apps and how to do work remotely isimportant,” stressed Mark. “Although we can’t imagine thetools that will be available in 10 years, we can foster thissense that technology is a vehicle to get around problemsyou face in the academic and business world.”

WHOLEBuilding on the success of the adoption of Haiku,

Westminster is launching a pilot series of elective, fee-baseddistant learning courses this summer for returning studentsto let them preview selected courses they will be taking in the fall. The program is called Westminster Haiku OnlineLearning Experience or WHOLE. The courses will requireabout a two- to three-hour time commitment each day fromstudents and will be offered from July 28 through Aug. 8.

“We will be using Haiku as the vehicle for the courses,so everybody should be comfortable with it,” said Bill, whohas taken a number of distance learning courses himself.“This is an exciting option for families wondering what theycan do to help their child get ready for the next level in acertain discipline.”

Additional informationabout WHOLE can be found atwww.westminster-school.org/WHOLE


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PursuingMultiplePassionsWestminster faculty membersPam and Nick McDonald met inhigh school in Groton, Conn. Hewas the drum major in the band,and she liked working on theaterproductions. He accepted herinvitation to a Sadie Hawkinsdance, their only date in highschool. Years later, they ran intoeach other at a theater productionand haven’t stopped talking since.

Married in 1972, they cameto Westminster in 1977, when hewas appointed to the faculty toteach science. After helping in anumber of areas of campus lifewhile taking care of their twodaughters, Jennifer ’96 andAmanda ’04, Pam was appointedto the faculty in 1994 as alibrarian.

The McDonalds will beleaving Westminster in June to live in Stonington, Conn.,where they own a home. Theircontributions to life both on andoff the Hill over the years havebeen numerous. In a recentinterview, they talked about their37 years at Westminster and theirmany passions.


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What attracted you to science?Because of a dynamic and challenging teacher in high school, I

became enthusiastic about chemistry and wanted to study it further.However, on the first day of college chemistry, we were introduced toquantum mechanics, and I was overwhelmed. Later that day, I sat in on ageology class. When the geology professor started talking about rocks,Earth structure and mountains, I knew I had found my niche. Having spentmy childhood exploring local woods and streams, I could relate togeology, and I thrived.

What led to your specialization in fossil fishes?When choosing an original topic for my bachelor’s thesis at Franklin

and Marshall College, I remembered a ninth grade trip I had taken to afossil fish site. I discovered that a1911 paper was the most recentpublication about Jurassic fishesin the Connecticut Valley. I visitedWesleyan, surveyed theircollections and met people whoshared my interest in fossils. As Iworked on my thesis, I discovereda spectacular locality thatultimately produced thousands offossil fishes. After graduatingfrom Franklin and Marshall, Ienrolled in a master’s degreeprogram at Wesleyan to continuemy studies.

How has your researchevolved?

At the beginning, I identifiedtypes of fossil fishes and analyzedthe differences between them;that is what both of my theseswere about. Since then, I havecontinued to collect and havestudied the ecology and the

environments those fishes inhabited. I was curious about what the fisheswere eating and what was eating them. I also found dinosaur tracks,reptile teeth, fossil plants and invertebrates. Many of these fossils werenew forms or had been incompletely described. Of late, my research has moved away from strict taxonomy (naming and describing) topaleoecology, paleoclimatology and paleoenvironments. Fish are only partof the story of the Jurassic. Largely through my work, paleontologistshave been able to construct entire food chains and more fully understandlocal Jurassic environments.

How did your passion for collecting fossils begin?I was very much an outdoor kid growing up. I would come home

from school, change my clothes and then go outside to explore. I always

Nick McDonald came to Westminster following a four-year tenureat Renbrook School where he taught science while completing graduate school. Heearned his undergraduate degree at Franklin and Marshall College and his master’sdegree at Wesleyan University, both in geology. At Westminster, he has taughtbiology, chemistry, geology and ecology, and served as head of the ScienceDepartment for 10 years. He has coached basketball, swimming, softball andsquash, and has supervised the student Work Program since 1998.

Nick is considered the foremost authority on the paleontology of theConnecticut Valley and has discovered and excavated thousands of fossils from morethan 50 localities in the region. He has been a visiting scholar in the Department ofEarth and Environmental Sciences at Wesleyan, and is a curatorial affiliate at thePeabody Museum of Natural History at Yale. Having pursued research most of hislife, he is the author of 10 major scientific papers, approximately 30 abstracts andtwo books, and has assembled a personal library on the history of geology.

Top, Nick with fossil slabs in the ’70s and, above, in his classroom with specimens from his rockand fossil collection, which he often shares with students.


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turned rocks over to see what was underneath. I collected everythingfrom bottle caps, to television tubes, to coins and stamps. You have to bein an observational mindset to discover things. Being a good observerrequires curiosity, focus, perceptiveness and being able to sort. Peoplehave asked me, “You already have a specimen of that fish; why do youneed more?” Each one is unique. Some fish are perfectly preserved, as ifthey swam yesterday; others are partly eaten or decomposed or showunusual features. I am still excited about collecting. Last October, I wasknee-deep in a stream in Durham, Conn., that had spectacular exposuresof lake-bottom black shale from the Jurassic.

What have you done with most of your specimens?Westminster was very kind to let me store much of my fossil

collection on campus. A few years ago, I donated 17,000 specimens to thePaleontological Research Institution affiliated with Cornell; more recently,I gave 2,000 specimens of fish, plants and coprolites to the PeabodyMuseum at Yale. I have also donated specimens to Dinosaur Park inRocky Hill, Conn. I have kept some of the best fossils for future study.

Recently a species was named in your honor. How did that come about?

Two authors of a British scientific paper named a species ofconchostracans, or clam shrimp, for me. They did this in gratitude for myfinding and supplying them with specimens. Having worked on fossilresearch for such a long time, it was gratifying to be recognized. I havealways been willing to share some of my very best specimens;collaboration is important.

In the late ’70s I co-authored a paper with the curator of fishes atthe American Museum of Natural History. I had found a fossil fish thatwas new to science, and we formally gave it its genus and speciesnames. So I have both named a species, and had one named for me.

How has your most recent book, “Window Into theJurassic World,” been received?

It was published in 2010 by the Friends of Dinosaur State Park andhas been very well received. I worked on it for four years. It has superbcolor photos by Richard Bergen of some of the best fossils ever found inthe Connecticut Valley. It also gives an account of the discovery andpreservation of the trackways at Dinosaur State Park and their geologicaland ecological context. I do about 10 lectures a year for libraries andvarious organizations.

What does your first book, “The Connecticut Valley inthe Age of Dinosaurs,” cover?

It is a bibliography commissioned by the State of Connecticut in1996. It is a catalog and subject index of all the published work writtenabout the Mesozoic rock running from New Haven, Conn., to Northfield,Mass. The book took 16 years to compile and sparked my interest in thehistory of geology.

What led to your fascination with the history ofgeology and your interest in collecting old books?

Geology is one of the newest sciences. Chemistry goes back to theancient Greeks, while geology was not recognized as a separatediscipline until the late 1700s. My study at home has photographs andengravings of the founders of geology. I feel like I am part of a continuum ofgeologists and have added a tiny nugget of knowledge to geologic science.

I have been interested in old books since I was a kid, but my seriousbook collecting began when I was researching information for my firstbook and had trouble finding old references. I started buying geologicalbooks pertaining to Connecticut, and my collection has expanded fromlocal writings to books on fossils, minerals and mining worldwide. Irealized how rare early books on these topics are and decided to focus on the history of geology.

What do you like about teaching science?I am passionate about science and want to impart that passion. I love

being in the classroom and interacting with students. I tell them that I amnot so much trying to convey information as I am trying to hone skills andgenerate enjoyment of the subject matter. I particularly like object-basedlearning. When my students study zoology, we look at actual specimens,and when we study rocks, we relate to real rocks, not virtual ones.

Why have you elected to stay at Westminster for 37 years? I stayed because I enjoyed the teaching, the students and the

community and appreciated the school’s encouragement that allowed meto pursue my research.

It was also a wonderful place to raise a family. Our daughtersreceived a very good education here. Westminster’s environment providesopportunities to enjoy a plethora of athletic and cultural events. We aresurrounded by energetic colleagues with myriad interests.

What do you hope are the legacies of your work atWestminster?

I hope my teaching has inspired my students and instilled passionfor the natural world. Beyond Westminster, I hope others will appreciatemy contributions to the understanding of the geologic past.

What are you planning to do in the future? I plan to continue my research, refine my geologic library and

occasionally buy and sell old books and ephemera.


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Did you have an early interest in libraries?Growing up, I lived next door to a Smith College graduate who

advocated nationally for including libraries in schools. I still remember myfirst visit to the “new” library in the basement of my elementary school. Ialso had a little library in my room at home, and made paper book pocketsand borrowing slips for my books, just for fun.

What is most rewarding about being a librarian?I enjoy working with students one-on-one. I really like helping

students who enter the library with that slight look of panic in their eyesas they begin their first research project. First, I get a clear idea aboutwhat they want to know. Mostpeople ask the librarian thequestion they think the librarianwill be able to answer, ratherthan the question they actuallyhave. But when we get to the realquestion, we can identify the rightresources. It is such a goodfeeling for me when they walkout relieved, knowing they havethe resources they need.

How has the use of thelibrary evolved whileworking there?

Part of the library is nowavailable from a computer screen.There is also a Haiku page foreach class-assigned researchproject, and I have done someYouTube tutorials to make it easyfor folks to use our libraryresources. We have databases

that make a huge library of online books available, many more books thanwe could ever buy for our library. One advantage of online books is thatthey are easy to search. But if you want a feel for a topic, it is still mucheasier to get a book off the shelf and browse through it, looking at photosand headings.

What sparked your interest in Dr. Martin Luther King Jr.?Dr. King was important to me when I was growing up. Through his

leadership, as I witnessed it on TV, I saw the values I had learned inSunday school being lived out in a way that made a real difference.

We had lived in Simsbury for years before I read a newspaper

Pam McDonaldAfter earning her bachelor’s degree in economics from the University of Connecticut, Pam’searly career included working at a radio station in Groton, Conn., where she grew up, andlater, in the Reserve Room of Olin Library at Wesleyan University, shortly after she and Nickwere married. She also took classes at UConn toward a master’s degree in education andcompleted an internship at Renbrook School where she taught first grade while Nick taughtscience there.

When they were expecting their first child, Nick was appointed to Westminster’sscience faculty, and they became corridor parents in Memorial Hall. In 1994, she wasappointed to the Westminster faculty as a librarian. She completed a master’s degree inlibrary science at Syracuse University in 2000, in the early days of online education. Over theyears, she directed the multischool World Affairs Seminar, helped with Dramat productions,served as the advisor to the EcoTeam and has worked with student diversity projects.

Off campus, Pam helps coordinate Simsbury’s annual Martin Luther King Day celebrationand shares her research on the Civil Rights Movement and Dr. King’s two teenaged summersin Simsbury. She is also recording secretary and a board member for People’s Action for Clean Energy — a statewide organization thatpromotes alternative energy — a teacher with Co-Counseling International and a trainer with the Connecticut Center for Nonviolence.

Pam with a display she prepared for the Cole Library about Dr. Martin Luther King Jr.

Pam early in her Westminster tenure.


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article about the fact that he hadspent two summers here in themid-1940s working with otherMorehouse College studentsearning tuition money. I wassurprised that I had not knownabout his time here and wasdetermined to share thatinformation.

How did your researchabout his time inSimsbury come about?

When I was in library school,I had an opportunity to do anindependent project, so I focusedon Dr. King’s time in Simsbury.Although he did refer to hisSimsbury experience in hisautobiography, it took somedigging to fill in important details.The Simsbury Free Library has acopy of my research notebook forthe project. In the summer of 2010, I worked with Richard Curtis, a historyteacher at Simsbury High School, and some talented students who didadditional research, which they expanded into a 15-minute documentarythat received national attention. The YouTube video “Summers ofFreedom” provides a quick overview of that research. I have given anumber of talks about Dr. King’s time in Simsbury and am involved in the annual celebration of his summers in Simsbury.

What has your work with the Connecticut Center for Nonviolence involved?

I did several weeks of training at the University of Rhode Island inthe principles and skills of Kingian Nonviolence. I have since helped trainpeople in Rhode Island and Connecticut.

As a co-counselor, what do you do?

Co-Counseling International (CCI)started locally and became international. It is a peer process in which everyoneinvolved is trained in techniques to supportintrospective work. I have been co-counseling for 24 years and am trained as a co-counseling teacher.

What has stood out for youabout your time atWestminster?

I have loved being in the midst of high school students. I have a personalcommitment to respecting and interactingwith them as adults, coaching them tobehave self-responsibly. When they arriveat Westminster, structures and

expectations are set up for students to perform in a mature and capablefashion. Westminster has a tradition of kindness and mutual respect. Ilike being in a learning environment where students and faculty aremaking it their business to grow and become better people.

Was Westminster a good place to raise a family? It is a rare privilege to raise one’s children with neighbors who know

you well and who know your children well. Our girls thrived here. Jennifergraduated from Cornell in 2000 then decided she wanted to be a doctor.She graduated from medical school at Columbia and is a critical careanesthesiologist at Columbia-Presbyterian Hospital in New York, whereshe lives with her husband, Adam Kravetz. Amanda, who graduated fromFranklin and Marshall College in 2008, lives in Washington, D.C., whereshe works as grants director for Youth Service America.

What will you miss aboutWestminster?

I will miss my colleagues and thecommunity aspect of living on campus. Iwill also miss the town of Simsbury and myfriends in town. Living here has been anincubator for developing values I mostwanted to express.

What might be next steps for you?

My family lives in the Stonington areawhere we will be moving. I think it will bebest to plant my feet, find my niche andexplore ways to contribute to thecommunity there. I may teach yoga, tutor,help folks with research or develop somenew opportunity.

Above and below, Pam helps students in the Cole Library.


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Giving Students Tools to Succeed as Leaders

While election or appointment to a leadership position isan honor for any student, many struggle with how to makethe most of the opportunity because they have never beenexposed to the skills that make leaders effective.

A new Westminster program called the BruyetteLeadership Academy started last fall to help leaders ofstudent government, athletics teams and organizationsdevelop their leadership potential. Approximately 60students have been attending biweekly meetings throughoutthe academic year to gain skills necessary to be moresuccessful in their roles.

The idea for the academy sprung from conversationsbetween Director of Athletics Tim Joncas ’00 and KenDixon, a West Point graduate, a coach and board memberwith the Connecticut Northern Lights Girls Ice HockeyProgram, and a business executive with a master’s degree inleadership. The two, who have known each other for a fewyears, began talking last spring about how students couldbecome better leaders if they only knew how. They created aproposal for a student leadership program for Westminster,and it was approved to begin last fall.

“I thought this was something we needed as a school,but I knew I could not tackle it alone,” explained Tim. “I felt Westminster students could benefit from Ken’sknowledge about leadership and a structured program to help them bring about positive change as leaders.”

“What we are trying to do is build a better schoolcommunity,” said Ken. “We believe that students have theability to do that with a little more knowledge of some of the things that can make them more successful.”

The meetings usually involve Ken giving a presentationabout some aspect of leadership, and the students sharingprogress reports on how they are implementing variousstrategies with their teams, forms or organizations.

“Ken prepares the presentation, and I relate thediscussion to what is actually going on at school,” explainedTim. “If we get going on a tangent that we feel is productive,we will just go with it. I think there is a genuine desireamong these kids to make positive change, not just changefor the sake of change. That is why we started the program.”

In one recent session, the focus was on the importanceof interpersonal communications in getting people to worktogether. “The more you get people to work together, themore successful they are and the more successful you will bein your leadership role,” Ken emphasized to the students.The students shared what they want to work on at studentcouncil and team meetings and how they plan to do it.

The academy is underwritten by Kathy and GeneBruyette P’77, ’78, through the Brian T. Bruyette ’77 Fund(BTB) they established to honor the memory of their lateson, Brian T. Bruyette ’77, who died from cancer in 1977,just months after his Westminster School graduation. Overthe years, the BTB Fund has funded a variety of unbudgetedexpenses for the athletics program.

As a Martlet, Brian distinguished himself playing onFirst Football, First Boys’ Hockey and First Boys’ Lacrosse,singing in the choir and as a member of the John HaySociety. His sister Barry Bruyette O’Laughlin is a member ofthe Class of 1978. In another tribute to Brian, the awardthat is given annually at graduation to the Sixth Form boyand girl who exemplify excellence in athletics and whocontribute to the character of their teams is named the BrianT. Bruyette ’77 Award. The Bruyettes also honored Brian’smusical interests by donating the Verdin Carillon in AndrewsMemorial Chapel in 1978.

“We are very fortunate that the name of the academy is the Bruyette Leadership Academy and that the Bruyettefamily has been kind enough to underwrite it,” said Tim.“When I explained the goal of the academy to them, theywere extremely supportive. In addition to honoring Brian,the academy is helping develop current and future leaders.”

“I can see nothing but pluses from it,” said Gene, whosays he can recall his own school days when captains ofteams were selected because they were the best athletes, and class leaders were elected because of their popularity.“Nobody cared about leadership competency, and it makes ahuge difference,” he explained. “Students should not be at aloss in their leadership roles. This academy has a wonderfulopportunity to provide positive impacts on just abouteverything going on at school. I hope that true leadersemerge as a result of it. If I were now a parent hunting for aschool for my child, this program would be very persuasiveto me.”

Director of Athletics Tim Joncas ’00, left, and Ken Dixon, right, with students during meetings of the Bruyette Leadership Academy.


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Westminster has just launched the mobile appEverTrue, a new and easy way for alumni to stayconnected with each other and with the school.

The app for iPad, iPhone and Android devicesprovides secure access to features such as an alumnidirectory, a “nearby map,” and information fromLinkedIn, Facebook and social media streams. The appis accessible exclusively to Westminster alumni throughthe use of the email addresses on record with theschool.

Information That Will be DisplayedThis new app will help alumni keep in touch with

one another, wherever they are! The information thatwill display in the app includes:

Name and year of graduation

Hometown

Company name

Home address and telephone number

Email address

With EverTrue, you can email classmates, makecalls, and even sync your LinkedIn and Facebookaccounts with the directory right from your mobiledevice. You can also sync with the alumni directories ofcolleges and universities you attended if they supportthe EverTrue app. If you had previously askedWestminster for your contact information to remainprivate, it will not appear, but you can contact us if younow wish to include it and be part of the directory.

Networking and ConnectingThrough EverTrue’s map feature, social stream and

filterable directory, you can easily build and maintainyour alumni network. Below are a few examples ofhow:

CONNECT WITH CLASSMATESUse the EverTrue map to see classmates who arenearby your current location, whether you’re athome or traveling. From your classmates’ profiles,you can email, call or connect with them onLinkedIn directly.

SEARCH FOR JOBSThe EverTrue app is an effective resource foralumni who are looking to network professionallyor are job hunting. Through the app’s filters anddirectory, a user can search through the alumni

database to find fellow alumni in a specific field.For example, you can reach out to fellowclassmates who work in finance to ask them for advice on entering the field or about theirexperience at a certain company. This is aparticularly attractive aspect of the app for youngalumni who may have just completed their highereducation and are looking for job opportunities orare building their network.

MOVING TO A NEW CITY? CONNECT WITH EVERTRUEWhen moving to a new city, the map feature is agreat way for alumni to connect with each other.By using the map, you can see fellow classmates in the area where you’ve relocated. It’s easy toconnect and perhaps get together for coffee, dinneror to learn more about your new neighborhood.

INVITE YOUR WESTMINSTER FRIENDSEverTrue has an easy way to find formerclassmates and friends by simply searching byname, town and class years. With a simple touchof “Invite Your Friends,” you can invite others inthe directory, in your email contacts or inFacebook and LinkedIn to join your network.

INTEGRATE YOUR SOCIAL MEDIAEverTrue makes it simple for alumni to visualizeall their different social media feeds andinformation in one place. And by clicking on the“Social” tab in the app, it is easy to retrieve andview all of Westminster’s social media posts,photos and videos.

Having EverTrue on your mobile device alsocreates an easy way to keep in touch with and supportWestminster. It’s a direct connection to the school’smobile website where you can access news, athleticsscores, schedules, team rosters, the calendar and theonline gift page.

Download the EverTrue app and startnetworking today!

Our Alumni Network in the Palm of Your HandIntroducing EverTrue — Westminster’s New Alumni Community App


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FAQs About EverTrue —

Q: Who can use the EverTrue alumni community app?A: All Westminster alumni and faculty may use it. Information isprotected and only Westminster School constituents may access it.

Q: Which devices support the app?A: The EverTrue platform is currently available for the iPhone, iPad, iPodTouch and Android devices. For iOS, it supports the 5 and higher operatingsystems. For Android, it supports back to OS 2.3.

Q: How do I get EverTrue on my mobile device?A: Search for “EverTrue” in the Apple App store or the Google Play store.Once you have downloaded the app and opened it, you will be prompted to“search for your community.” Type in “Westminster School” and select it.

Q: How do I log in, once I’ve downloaded EverTrueand selected the Westminster School community?A: Please log in with your first and last name, and your email address. Ifthe email address matches what we have on file, you’ll receive an

authentication message in your email inbox. Be sure to open the emailyou receive on the mobile device you used to download the app. Thenclick “Verify,” and it will grant you access to the app.

Q: What if I do not receive a confirmation email?A: If you do not receive a confirmation email, it may mean that we donot have a current email address on file for you. If this is the case, pleasecall Ellen Hannah in the Alumni Office at (860) 408-3054 or send her aquick email at [email protected] to verify or update theemail address we have on file for you.

Q: How do I customize privacy settings or update mycontact information?A: Unless you indicate otherwise, your contact information that willappear on the EverTrue app includes your name, year of graduation,address, phone number, email address and company name. To excludeyour contact information from EverTrue, please call Ellen Hannah in theAlumni Office at (860) 408-3054.

(continued on next page)


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R You may customize your profile so that particular information willnot be viewable by other constituents. If you would like to hideinformation in your profile, go to “My Profile” and click on “UpdateMy Profile” at the bottom. Then, type in any updates you wouldlike to make and click “Send.” (Please note that it may take up to48 hours for changes to appear since we review and confirm eachupdated profile prior to posting changes.)

Q: How do I search for people using thedirectory?A: Tap “Directory” in the left corner menu and then type in thesearch box the name of the person you are seeking. If you areunsure of the spelling, you may type a few letters in the name,click “Search” and the app will pull a list of possible matches. Youalso have the option to search by class year and company name bytyping into the search box.

Q: How do I search for people nearby?A: Tap the “Alumni Nearby” tab in the left corner menu. A mapwill appear with pushpins indicating Westminster alumni who liveor work in your area. Clicking on one of the pushpins will open thatperson’s listing in the directory. You may also click the clipboardicon in the top right corner of the map to view a list of peoplenearby. To search for alumni in the map feature, click on the searchicon (magnifying glass) at the bottom of the map.

If you are traveling and looking to visit Westminster alumni inother cities, you may search for them across the globe by enteringany ZIP code, city, state or country, and the map feature will showyou that location along with alumni in that part of the world. Youcan also click the filter icon on the map page to narrow yourresults.

Q: How do I connect using my LinkedIn andFacebook accounts?A: The app allows you to connect and network with other peopleusing LinkedIn and Facebook accounts. When you first log in to theapp, you will be asked if you would like to connect via LinkedInand/or Facebook. You may choose one, both or neither. YourLinkedIn and Facebook profile information will then be added to your EverTrue profile. Once you are in the app, you can viewinformation that people have included in their LinkedIn andFacebook profiles along with the number of connections you have in common.

Anything marked as private in Facebook or LinkedIn remainsprivate. If you are not connected to an alumnus/alumna, you willnot see his/her private information or feed, nor will he/she be ableto view yours. Don’t forget to list Westminster School in theeducation field in your LinkedIn profile and be sure to join theWestminster School LinkedIn and Facebook groups.

If you opt not to immediately connect your LinkedIn and Facebookaccounts, you may do so at any time by going to “Set Up” andclicking on “Manage Accounts.” Likewise, you may disconnectthose accounts in the same manner.

Q: Can I email or call alumni directly from theEverTrue app?A: Yes. From the “Directory” tab, click on the mail or phone icon atthe top of someone’s profile to email or call. Phone calls may onlybe made from devices with phone capability. Your normalcalling/text charges may apply.

If you have questions, please contact Ellen Hannahin the Alumni Office at (860) 408-3054 [email protected].


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Ashley Jeffress ’09, Julien Boutet ’08, Ryan Tocci ’08,Caroline Scott ’09, Will Danforth ’09 and Julia Simons ’09

Mercedes Fernandez ’01, Caroline Schley ’01 andLara Glaister ’01

Kate Sullivan ’08, Greg Carey ’07, Andrew Polio ’08 andKelly Cheng ’08

Will Ames ’05, C.C. Webster ’05, Adam King ’07 andBailey Harris ’05

February Face-offIn its second year, February Face-off is an Annual Fund

participation competition among young alumni fromWestminster School, Avon Old Farms School, BerkshireSchool, Hotchkiss School, Millbrook School, SalisburySchool, Taft School, Trinity-Pawling School and WillistonNorthampton School. Westminster had 15.2 percentparticipation during the effort, representing gifts from 255young alumni in the Classes of 1994 through 2013. Martlets met in New York City and Boston to celebrate the competition.

Boston Alumni made a stop at the Four’s Restaurant in Bostonon Feb. 18.

New York Alumni from the Classes of 2001 to 2009 gathered inNew York City on Feb. 11.

Reid Acton ’08, Karina Srb (Berkshire ’10), Kevin Garcia-Ramirez ’08, Scott Morell ’08 and Steve Decelian ’08


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on the Hill and to join their child in classes during Class Visit Days on Feb. 14 and 15. Otheractivities in which parents participated were a reception with faculty, Dramat’s performances of“Into the Woods” and athletic contests.

The Westminster College Office also gave Fifth Form parents and students a full overviewof the college process at Fifth Form College Day on Feb. 15. An admission panel includedrepresentatives from Holy Cross, Southern Methodist University and Yale University.


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2014 Alumni Winter GamesAlumni returned to

Westminster Jan. 12 tocompete on the courts andon the ice in the annualAlumni Winter Games.Events took place inbasketball, hockey andsquash.

SQUASH

GIRLS’ HOCKEY

BOYS’ HOCKEY

GIRLS’ BASKETBALL

BOYS’ BASKETBALL


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Boston, New York City and Hartford.

Ted Levine ’04 and Phil Lauderdale ’02 Don Reeves ’05, Tread Mink ’77, P’11, Luis Quero ’06 and Pieter Melief ’05

Hope Whitney-Wu ’83, P’16, Douglas Wu P’16and Peter Van Duyne ’82

Spencer Van Pelt ’93, Beecher Scarlett ’94, John Ryan ’93 andDerrick Logan ’93

Drew Malbin ’04, Tami Couch ’04, Mimi Pitney ’04 andKiley Murphy ’04

Elyse Spalding P’08, ’12, Hans and Natalie Tallis ’81, andMichael Spalding ’74, P’08, ’12

New York The New York City reception took place Dec. 11 at the Yale Club.


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Peter Newman ’80, P’16, Ryan McGuigan ’90 andTom Sargent ’77, P’10

HartfordThe Hartford reception was held at the Hartford Golf Club on Dec. 4.

Laurie and Dmitry Yekelchik P’16, Carmen Sierra P’16 andCelia Haydee Sierra GP’16

Dave Childs ’52, John McCormick P’12, ’16 andBerney Smyth P’16

Tom Hodson ’77, P’08, ’11, Ann Gilman P’78, ’80, Larry Wasiele ’75,Larry Gilman P’78, ’80 and Chester Way

Caitlin Hodson ’08, Emily Cranshaw ’08 andTom Scanlon ’08

Kristen McCausland P’14’, ’16, Anne Sargent P’07, ’17, Chadand Denise Alfeld P’16, and Bill Cranshaw P’08, ’12


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May 9-11Westminster ReunionCelebrating classes ending in the 4s and 9s

June 1 Iron Horse Half Marathon, 10K, 5KSimsbury, Conn.

June 21 Reception for Alumni and ParentsHosts: Hyun and Sang Duck Lee P’12, ’14, ’17Seoul, Korea

June 23 Reception for Alumni and ParentsHosts: Trinette and Herbert S. Cheng P’08, ’11, ’13Kowloon, Hong Kong

June 25Reception for Alumni and ParentsHosts: Mei-Wen Chou Wang and Chun-Chi Chou P’15 New Taipei City, Taiwan

August 6Reception for Alumni and ParentsHosts: Ann and Graham Gund ’59Nantucket, Mass.

1888: GreenwichMartlet platform tennis enthusiasts gathered Jan. 29 at the Round Hill Club for anevening of social and competitive play, thanks to host Curt Brockelman ’86. The presenceof this winter’s polar vortex did little to stop the gritty Westminster faithful.

Front row, Scott Stevens P’07, ’09, ’12, Adam King ’07, Will Katz ’07 and Dave Werner ’80, P’10, ’11, ’16

Back row, Nate de Kanter ’95, Tread Mink ’77, P’11, Ned Burns ’84, Sarah Davis Johnson ’90, Lars Noble ’80,Curt Brockelman ’86, Ellen Brockelman Bailey ’90, Billy Lewis ’87and Sam Babington P’15. Photographer andpaddler: Scott Johnson

Westminster Upcoming Events

Please check www.westminster-school.org/1888 for locations and times


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Lake Bell ’97, best known for her starring roles in television’s “Childrens Hospital” and “Boston Legal,” andthe film hit “It’s Complicated,” with Meryl Streep and Alec Baldwin, is now an award winner for a film she wrote,directed and stars in titled “In A World…” It is a comedy released last fall about a two-bit vocal coach, portrayedby Lake, who gets pitted against her father, the patriarch of the voice-over industry. Lake even wears aWestminster T-shirt in a number of scenes.

Acclaim for the film has included the prestigious Waldo Salt Screenwriting Award at the Sundance FilmFestival, the New Voices in Screenwriting Award at the Nantucket Film Festival, the Breakthrough PerformanceBehind the Camera Award by the Phoenix Film Critics Society and a National Board of Review Award.

Lake’s first professional acting role came shortly after graduation from Westminster, when she portrayedSylvie, the French maid, in “Move Over Mrs. Markham,” a summer stock production staged at Westminster’sWerner Centennial Theater. “I begged Dean Adams to let me audition,” recalled Lake. “I got the part, and stayed

on campus that summer.”While still collecting accolades for “In A World...,” Lake is filming back-to-

back movies. She recently completed work on the action thriller “The Coup”opposite Owen Wilson and Pierce Brosnan, which brought her to remote areas ofThailand for several months in 2013. She was off to London just weeks afterfinishing “The Coup” to star opposite Simon Pegg in “Man Up,” filming in London.

Her short break between films afforded her the opportunity to take a longoverdue honeymoon with her husband, renowned tattoo artist Scott Campbell,whom she married in June 2013. The couple met when Campbell was starring ashimself on the set of HBO’s “How to Make it in America.”

While at Westminster, Lake won the Cowing Art Award her Third and FourthForm years for her drawing and painting. But she says she always knew shewanted to be an actress. “I never had any other inclination. I walked into theWestminster theater and knew it was the 100 percent choice for me. Media artwas a complement to a growing brain.”

As a student, Lake played major roles in theatrical productions and assistedwith technical crew responsibilities. She was elected co-president of the DramatAssociation and worked on The Westminster News, as art editor and culturaleditor. She also was an officer of the Student Activities Committee (SAC) and avolunteer student tutor. She played on First Volleyball and was a corridor prefectand a tour guide.

Lake quietly developed her writing talent at Westminster. “I have secretlybeen writing my entire life,” she said. “My mother and I wrote letters back andforth. We took our correspondence seriously.”

Lake went on to attend Skidmore College for one year at the behest of herparents, who wanted her to study liberal arts, before transferring to the Rose

Bruford College of Theatre and Performance in London. “At drama school, I started liking dialogue-based writing,” she said. “I learned how it works in Los

Angeles.” She collaborated with another writer on her first project over a span of four years. “It was like acollege course in story structure.” While that project never came to fruition, Lake now has two more writingprojects in development. “In a World...” took more than five years to produce from conception to release, andLake says it is too soon to announce her next projects. “They need the right amount of time to gestate!”

Lake says feeding off of other people’s excitement and energy invigorates her. “I’m doing acting jobs now,”she explained. She will appear on the screen this May in the Disney film “Million Dollar Arm,” directed by CraigGillespie, where she will star opposite Jon Hamm, Alan Arkin, Bryan Cranston, Aziz Ansari and Suraj Sharma. “Ithelps me to write with care and refrain from moving too quickly. Writing, acting, directing — I like doing allthree. Four if you count producing! I enjoy the whole process. It’s a multiple cocktail mix of creative choices thatI’m honored to make.”

Enjoying the Whole Process

Lake Bell ’97


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A marathon year is underway for Adélaïde Sisk Ness ’01. Last year, she was named executive vicepresident of The Rainmaker Companies, an organization dedicated to providing the consulting services, trainingand alliances to help accounting firms grow. While engaged in a busy time of professional growth, she is alsogearing up to run her first marathon this spring.

Adélaïde explains that Rainmaker Companies provides the resources small boutique accounting firms need to offer the same services as the Big Four. “A small firm can remain local but have the resources to be

competitive,” she said. “Accountants are smart and savvy but often don’t have the softskills like business development, marketing and communications. We evaluate systems and help give them the tools to lead, succeed and grow.”

Accounting wasn’t Adélaïde’s expected career path. She graduated from VanderbiltUniversity with a degree in French, Spanish and communications, and worked briefly herfinal semester as an event coordinator for the Nashville Sounds, a minor league team forthe Milwaukee Brewers. “I realized that pulling tarp in heels wasn’t for me,” she said.

A phone call from Rainmaker Companies to the head of the French Department atVanderbilt seeking someone with bilingual skills and a business sense would lead Adélaïdeto the firm. “The department head contacted me and told me that Vanderbilt appreciates itwhen companies reach out to us, so please go on the interview,” recalled Adélaïde. “I was22 and didn’t know anything about the accounting industry.” Ten days after graduation, shejoined Rainmaker Companies as the membership services liaison between national andinternational firms.

Her running aspirations also began at Vanderbilt. Adélaïde met her husband,Matthew, at the beginning of her senior year in 2004 during a layover at Newark airportwhile he was in the Army and stationed at Fort Campbell. Adélaïde completed her first half

marathon while Matthew served in Iraq. “Running helps me stay focused,” she said. “I don't want to take bodyand life for granted. I can run anywhere, whether I’m at home or on a business trip.”

The couple were married in Westminster’s Andrews Memorial Chapel in 2007, and five of Adélaïde’sbridesmaids were Westminster friends. “I love my college friends, but it is a different relationship with myWestminster friends,” she said. “They are the closest thing I have to sisters and are like aunts to my children.”Adélaïde has returned to Westminster for her reunions and served as co-chair of her reunion committee.

Recalling her time as a student, she said, “My skills and abilities to conduct business began at Westminster,from respect and integrity to speaking in formal settings,” she said. “Westminster reinforced the ‘non-negotiables’ instilled by my parents.”

She says her favorite Westminster classes taught her life skills. “Everyone remembers Brian Ford’sWednesday and Saturday writing assignments,” she recalled. “He was not soft about feedback. I learned to takepride in my work. Most kids don’t learn that until they are older.”

She also credits history teacher Dick Adams for teaching her to be confident in her instincts. “I wouldsecond-guess my answers on multiple-choice questions and not do well,” she said. “He told me he could seewhere I had made changes and that next time, I should write my first gut response in pen. It changed the courseof the way I would do things in college.”

While Adélaïde and Matthew were living in France from 2007 to 2010, she established a small office andexpanded Rainmaker Companies’ European presence. She also earned an M.A. in global communications with anemphasis in advertising and branding from The American University of Paris, and served as the vice president ofcommunications for the board of the American Women’s Group in Paris for two years. In 2010, she was namedWoman of the Year for her contributions to the organization.

The couple moved to Boston in 2010 for a career opportunity for Matthew before relocating to Nashville twoyears ago where Adélaïde is the graphic design chair of the Junior League of Nashville and on the board of theFriends of Nashville Ballet.

“Moving back to the states was hard,” said Adélaïde. With much of her extended family still living inFrance, she says that her long-term goal is to spend summers there with her daughters, Eléonore and Josephine.For now, her family’s summer home on the north shore of Boston is an appreciated constant. Her brother, asurgeon, was a first responder during the 2013 Boston Marathon bombings. This year, Adélaïde plans to run themarathon with her father and in support of Restore Ministries, a charity that provides counseling and small grouptherapies to people in need. “I want to give back to Boston,” she said.

An Unexpected Path

Adélaïde Sisk Ness ’01 withher children, Josephine, left,and Eléonore, standing, andher husband, Matthew.


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Great Sounds Lead the WayThe sounds of a sports broadcast would be just noise and dialogue were it not for the soundtrack

accompanying the action. Phil Hanson ’79 oversees music selection, supervision and clearance for ESPNproductions of soccer, college basketball, tennis, major league baseball, lacrosse, boxing, ESPN International andE:60, a sports news magazine program for which his talents were recognized with two Emmy Awards.

With the broad audience for sports, Phil says that choosing music is not a perfect science. He stays up-to-date on new performers and sounds by monitoring social media, attending shows and screening submissions sentto ESPN for consideration. “Sometimes music chases us,” he said. “We get pitches morning, noon and night.Nothing may happen immediately when we hear a song, but it could be perfect later.”

Of the music selections that eventually make the final cut, Phil estimates that half are the result of pitches,and the other half are the result of him and his team chasing songs.

It was “the chase” that garnered the first Emmy for Phil and his team when ESPN’s E:60 produced “CatfishHunters,” a documentary following several Mississippi sportsmen engaged in the art of noodling — barehandedcatfish hunting. Phil navigated a complex application and approval process involving the estate of the late JimiHendrix, his music publisher and record label to gain permission for E:60 to use Hendrix’s interpretation of the

Delta blues standard “Catfish Blues.” He was awarded a second Emmy in 2010 for his workon “Survivor 1,” a story of former soldiers and victims of civil war in Liberia who now playsoccer with fellow countrymen and fellow amputees.

Phil’s own roots are Caribbean music. His father was a professional calypso singer, andin addition to his work at ESPN, Phil is the longtime host and producer of “Island Bounce,”which is broadcast in the Hartford area and has been featured on The House of Blues DigitalRadio Network.

“I was trying to get away from music when I was at Westminster,” said Phil. “Myparents made me take piano lessons.” As a Martlet, he was a member of the student council,a contributing editor for the Westminster Journal, vice president of the Black and Puerto RicanStudent Union and tutored other students. He also played football and lacrosse, and receivedthe Squibb Bowl and Excellence in Spanish awards.

After graduation, Phil attended Georgetown University with an intention of studying lawbut was instead drawn to theater and fine arts. “I realized law wasn’t for me,” he said.

He began his professional career mixing sound for off-Broadway theater productions,and went on to become a film commissioner for the Southeastern Connecticut Film Office,scouting and clearing locations for feature films like Steven Spielberg’s “Amistad” and various

photo shoots, before getting his break at ESPN.Music selection often begins up to six

months ahead of a scheduled sporting event orproduction. Today, Phil is screening music andseeking legal clearance for songs to be used for2014 FIFA World Cup Soccer in Brazil, and forseveral projects for ESPN’s Latin networks. Phil’s selections will be heard in Cuba, Mexico,Venezuela, Spain and Chile.

While the music Phil chooses is heard bymillions of ESPN viewers around the globe, herarely has the opportunity to attend sportingevents. “Most of my travel is to New York formeetings with the music industry,” he said. “Iget invited to a lot of things I can’t attend!”

Phil Hanson ’79, top, withone of his Emmy Awardsand, left, at the WMRDradio station.


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Valuable Life LessonsCharles Santry ’80, P’12 is still benefiting from the valuable life lessons he learned at Westminster more

than three decades ago. “When I reflect back, I’m indebted to the school for shaping who I am today as a personand a businessman,” said the co-founder and president of HKD Snowmakers in Natick, Mass. “Through the manychallenges, failures and successes I had at Westminster, I learned that one should never give up — always staypositive and keep pursuing your goals.”

Before he became a Martlet, Charles was familiar with Westminster. His older brother, Arthur Santry ’74,played varsity lacrosse, and Charles often attended the games with his younger brother, Robert Santry ’86, andtheir late father, Arthur J. Santry Jr., who was a Westminster trustee from 1973 to 1991. “Being familiar with thequality coaches and teachers at the school made my decision to attend Westminster much easier,” said Charles.

Charles went on to play first team lacrosse, serving as co-captain his Sixth Form year, as well as first andsecond team hockey, thirds soccer and cross country. “I think it’s great that the school has competitive teams atthe lower levels,” he said. “Playing a sport every season taught me how to use my time effectively and the valueof teamwork. The humility I learned trying to run cross country or playing thirds soccer helped me in college andyears later running my business.”

Faculty member Rodney LaBreque ignited Charles’ interest in science during his Sixth Form year.“Academics didn’t come easily to me, but Mr. LaBreque was approachable; he made physics fun and interesting,”explained Charles. “Science clicked with me. The only ‘A’ that I received at Westminster was in physics.” Charleswent on to study geology at St. Lawrence University and earn a master’s degree at Tuck School of Business atDartmouth College. Science became the backbone of his career.

For many years, Charles cultivated an interest in competitive sailing, though he hasn’t manned a tiller forquite a while. He was a crew member on board an America’s Cup team in Perth, Australia, from 1984 to 1987.

Charles worked in banking before partnering with his father-in-law in 1990 to create HKD Snowmakers Inc.Their innovative snowmaking technology required 80 percent less energy than competitors and became theindustry standard. Today, HKD snow gun towers are used at more than 700 ski resorts worldwide, from the UnitedStates and Canada to France and Korea. Breckenridge, von Trapp Family Lodge, Okemo, Loon, Stratton, Tellurideand Val d’Isere are a handful of HKD’s well-known clients.

The company has 40 employees, including Charles’ wife, Anni. HKD has a unique tie to the Sochi Olympics:Three years ago, HKD signed a contract to install and maintain 87 snow gun towers at Copper Mountain in

Colorado, where the U.S. Ski Team trains for downhill and Super-G speedevents. HKD technology allows the team to get one month of extra trainingtime, starting Nov. 1, making Copper Mountain the only early season, full-length downhill training run dedicated to the U.S. Ski Team. The two-mile trailstarts at 12,000 feet and drops 2,300 vertical feet, allowing athletes to soar atspeeds up to 75 mph. “It’s pretty special to have this connection to our Olympicteam,” Charles said. “I had the opportunity to ski the course with Picabo Streetand watch some of the other great downhill skiers train.”

HKD’s 30-foot-tall snow guns are controlled by a central computer orhandheld device which communicates to each gun and determines how muchsnow is made at different temperatures. The snow guns start, stop and adjustas needed based on snow quality settings, temperature, pressure and windspeed. “Research and development is important to us, and we’re alwaysworking on making our products better and more user-friendly,” said Charles.“We take pride in providing great products and service to our clients.”

When reminiscing about his Westminster days, Charles said he has fondmemories of teachers and staff members who went out of their way to keephim motivated and challenged both in and out of the classroom. “I didn’talways appreciate what they were trying to show me at the time,” he said.

“As I mature and reflect back, I realize and appreciate the incredible value of the life lessons they taught me.”During the winter of his Fourth Form year, Charles and his friends enjoyed many laughs skiing down a small

hill at the edge of the school’s campus. “I’ll never forget Mr. Bruce Burdette running the rope tow with his gasengine,” he said. “It was spontaneous and fun. Wonderful!”

Charles is the father of four children. His son Gordon Santry ’12 is a sophomore at Colgate University. Hisproud dad credits Westminster for providing the academic and athletic atmosphere, with supportive mentors, todevelop Gordon into a talented, well-rounded gentleman.

Top, Charles Santry ’80, P’12and, above, a product inHKD’s tower gun lineup ofsnowmaking products.


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Clifton Nelson BridgesClifton “Kippy” Nelson Bridges, of Granby, Conn., died

March 15, 2013, in Windsor, Conn. Born in Lubec, Maine,he lived in Connecticut 58 years and worked from 1956 to1991 at Westminster where he was a member of themaintenance staff. He and his late wife of 44 years, Joanne,lived in Orchard House and raised their children on campus.She was a nurse at Westminster.

Kippy served in the U.S. Army during the Korean Warand was honorably discharged in 1956. He was a talentedmusician and, as a young man, sang and played guitar in acountry western band throughout Connecticut. He alsoenjoyed watching the UConn Women’s Basketball team and the Boston Red Sox.

Kippy looked forward each year to visiting his family inMaine and his daughters on Campobello Island in Canada.He was constantly surrounded by friends and family whowere often lucky enough to hear him sing and play his guitar.He loved being in the great outdoors, spending time on thebeach, and having barbeques with his family and friends.One of his lasting legacies will be Uncle Kippy’s Restaurantin Lubec, Maine, which his nephew George Olson and hiswife, Sonia, opened more than 20 years ago.

Looking back on her family’s years at Westminster,Kippy’s daughter Terry Bridges ’83 said, “I feel very lucky tohave grown up on campus, and I know my parents felt veryprivileged to be able to raise their children there. All of thefaculty and staff looked out for each other’s kids. We tookall of our meals in the dining room, and I always lookedforward to meals when a small group of staff members wouldeat together. I know my parents enjoyed that time as well.”

In his retirement years, Kippy regularly returned toWestminster at lunchtime to play pool in the maintenanceshop with members of the maintenance staff. “He was apretty good pool player,” said James Courtemanche, atradesperson at Westminster who played pool with him. “Heloved a good game of Nine-ball and didn’t mind losing aslong as he won at least one game. He also loved the Red Soxand hated the Yankees. He said that as long as they beat theYankees that was all that counted. When the Red Sox wonthe World Series, he was in his glory. He was a friend to allof us and will be remembered.”

“Kippy did not like to get skunked at pool,” added JeffBrignano, trades manager at Westminster, who also regularlyplayed pool with him. “I met him when he had just retired in1991. We asked him to stop up and play pool in themaintenance shop. At first, he was hesitant, but then hestarted coming every day. He didn’t talk much during pool,so we made a lot of sarcastic remarks to get him going. That was the highlight of the day for him.”

“Kippy Bridges, my friend and co-worker, was a gentlesoul and a loyal employee,” said Bill Babbitt, manager of

Westminster’s custodial services and security. “I am proud to have known him. His duties changed daily. He drove themorning and evening school bus, plowed snow and coveredspecial events. He also had a special bond with nature. Hewould feed squirrels and chipmunks from his hand. He wasalways willing to help others.”

Kippy leaves a son, Colby Bridges, and his wife, Robin,of South Windsor; three daughters: Sherrill Mills and herhusband, Donald, of Campobello Island; Debbie Mitchell ofCampobello Island; and Terry Bridges ’83 of Simsbury; sevengrandchildren; and three great-grandchildren.

I N M E M O R I A M

Kippy Bridges with his wife, Joanne, who served as a nurse atWestminster.

Kippy playing pool in the Westminster maintenance shop.

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Closing Thoughts

Five years ago, I drove upWilliams Hill as the daughter andgreat-granddaughter of alumni, fouryears ago as a prospective studentand three years ago as a newFourth Former. Very soon, I’ll beleaving as a graduate and comingup that same hill as an alumnamyself.

For as long as I can remember,Westminster has always been apart of the plan. During much of mychildhood, my dad, who graduatedfrom Westminster in 1979,

subliminally advertised the school. When I was 4 years old, he decided toname our two great Danes after Westminster’s motto, “Grit and Grace.” I also had two Westminster wooden chairs sitting in two corners of myroom. I think it’s fair to say that the Westminster seed was planted evenbefore I knew what Westminster was.

Although I grew up in a Westminster family, the decision to becomea Martlet was ultimately mine. At first, the concept of attending aboarding school wasn’t exactly appealing. I couldn’t imagine having toshare a bathroom with eight other girls. More importantly, I couldn’timagine living away from my parents at such a young age. However, aftermuch thought, I decided to apply. And now, having spent three years atWestminster, I realize that my favorite parts of the school are the samethings my dad and great-grandfather loved about it as well.

Sharing Favorite Experiences

Exactly 90 years ago, in 1924, my great-grandfather, Moreau“Toddy” Stoddard, graduated from Westminster. He spent four years atChoate Rosemary Hall, but chose to spend a postgraduate year atWestminster because he felt he was too young to go to college. I neverhad the chance to meet my great-grandfather, but my grandmother tellsme his favorite things about Westminster were how he was able to be aleader in his own way and the friendships he formed while in school.Among other things, he was the captain of the track team, a dorm prefectand vice president of the music club. He would also tell my grandmother,that despite his four years at Choate, he felt his time at Westminster waswhen he truly matured. He ended up serving on Westminster’s Board ofTrustees from 1935 to 1970, as one of its longest-serving board members.I think that speaks volumes about his allegiance to the school.

Flash-forward 55 years later to 1979, and my dad, Richard J.Smith II, walked down the same commencement path as his grandfather.I grew up hearing stories about my father’s Westminster experiences andhow he was the “perfect” student (and how I should strive to be like him),and a real teacher’s pet. He would also tell me about how, like his

grandfather, he was able to mature and develop leadership skills as a student. The things he liked best about Westminster were hisrelationships with the faculty, and just like my great-grandfather, hisability to stand out as a leader. Among other activities, my dad was thepresident of the John Hay Society, head of the Student AdmissionsCommittee — now known as Black and Gold — and a volunteer student tutor.

Some of my dad’s friends and favorite teachers are faculty memberswhom I have had the opportunity to get to know. Mrs. Joan Howard, hisEnglish teacher, has been my advisor during the last three years. Mr.Alan Brooks, the head of admissions back then, helped me with myspeech for the dedication of the new dormitories at the 125th anniversarycelebration. Mr. Peter Newman, my college counselor and Spanishteacher, was my dad’s friend, and, in fact, won the Keyes Bowl the yearafter my dad did.

A Good Decision

Although I still believe that my dad was always trying to persuade meto attend Westminster, it was one of the best decisions I have ever made.

I’ve lived in five different countries — the Philippines, South Korea,Russia, the United Kingdom and the United States — so the concept of“home” is a little blurry to me. However, my transition to living atWestminster, also my first time living away from my parents, was mucheasier than I thought it would be. What helped me the most through myhomesickness was knowing that my experiences were similar to my dad’sand great-grandfather’s. My dad went through the same feelings that Iwas going through when he was first a student. And just like my great-grandfather and my dad, I was able to become a leader in my own way. I am a dorm prefect and, just like my dad, I am a volunteer tutor inHartford for the Westminster Crossroads Learning Program.

I’ve also been blessed with some of the best teachers and know Iwill keep in touch with them in the years ahead. My Moral Philosophyteacher, Mr. Todd Eckerson, taught me the importance of transforming,changing, and rolling with the waves and adapting. Mrs. Howard, myadvisor, taught me the importance of accepting what life throws at meand of being myself. And Mrs. Barbara Adams, my mentor, taught me tobelieve in myself, to always be there for people and to show up.

More Things in Common Than Not

My three years at Westminster have shaped me more than anyother place where I’ve lived. I’m sure any teenager can say that about hisor her high school career, but I find that my time at Westminster hastaught me the importance of leadership, individualism and community.And despite the many physical and technological changes to the campusseparating the times between my experience at Westminster and thoseof my great-grandfather and father, there have been more things weshared in common than not. The school has been able to maintain its corevalues and uphold its strong sense of community over the decades.Westminster has always been a part of my life, and I am thankful theseed was planted early.

Planting an Early Seed by Maxine Smith ’14

www.Westminster-School.org

995 Hopmeadow StreetSimsbury CT 06070

Non-Profit Org.U.S. PostagePAIDHartford, CTPermit No. 751

Westminster School Bulletin Spring 2014

Documents

Transcript of Westminster School Bulletin Spring 2014