cardigan chronicle spring 2010

CardiganChronicleTHE MAGAZINE OF CARDIGAN MOUNTAIN SCHOOL SPRING 2010

Keys to Success in School:A Close Examination

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Leading by Example: PEAKS®14Team Teaching: A Model Approach9

From the Editor’s Desk

Another season of renewal has come to Cardigan, both in terms of the beautiful spring colors that dress the campus and the creative energy that is being generated among its faculty and leaders. We have charted a course

to excellence in the education of boys, and we are indeed moving full speed ahead. Guided by strategic priorities, Cardigan is building on its success in teaching fundamental skills, throwing classroom doors open to new learning experiences across all disciplines in order to connect our boys to their world.

This issue of the Cardigan Chronicle highlights our program and truly reflects Cardigan’s guiding instructional theme: relevant, engaging, and hands-on. The stories you’ll read in these pages are all timely and relevant to the good work being done to educate the whole boy, and they are designed to engage you in the excitement we feel about Cardigan’s present and future. The student experiences you will read about—trips, presentations, and arts experiences among them—are certainly hands-on in nature, but you will also get an encouraging look at how the adults here

have their own hands-on learning. I offer sincere thanks to our feature writer, Leslie Williamson, and the many Cardigan faculty members who contributed to this rich volume.

Indeed we are proud of the professional culture that these articles reveal. Educators at Cardigan, such as those on the seventh-grade teaching team, are modeling reflective practice. They are sharing their gifts and their struggles among colleagues, and exchanging feedback in order

to improve their strategies. Cardigan faculty members work together to examine student work, to uncover each boy’s strength, and to equip them to deal with challenges. Like the PEAKS® team, teachers and leaders are focused on individual approaches to the unique minds in their care, adapting age-old instructional techniques while making use of the newest tools. Even as our core values remain constant, new ideas—such as those implemented within Cardigan Athletics—are given careful and encouraging consideration. Implementation of new initiatives is preceded by pilot periods and thorough assessment, as was the case with our group study hall concept this year, and in these ways, our adults model the intentional problem-solving skills we seek to develop in our students.

Learning by doing and teaching by example are not new concepts; they are at least as old as Aristotle, and have retained their value throughout the ages. But learning and teaching effectively in this manner demands adaptability to very new, and ever-shifting, challenges. Cardigan has positioned itself well by nurturing a dynamic teaching and learning culture—to realize best practices for the benefit of each fortunate boy who comes here to learn with us, and by preparing him for life in a global society that changes as quickly as he does.

Joy MichelsonDirector of Communications

CardiganMounta in Schoo l

HeadmasterDavid J. McCusker, Jr. ’80

Assistant HeadmasterJames H. Funnell

Director of AdmissionsChip Audett

Director of DevelopmentBrian L. Cheek

Director of Communications & EditorJoy L. Michelson

Dean of StudentsH. Charles McCormick, Jr.

Director of StudiesJohn P. D’Entremont ’94

Dean of FacultyRyan Feeley

Director of AthleticsRyan E. Frost

Director of Summer SessionBrian Tureck

Business ManagerJoseph McHugh

PhotographyGene Banks/Newfound PhotographySam Floyd ’11Caleb Glover ’11Spenser Hukill ’11Ann Jarosiewicz

PrintingCapital Offset, Concord, New Hampshire

The Cardigan Chronicle is published two times yearly by the Communications Office for alumni, parents, and friends of the School. Please address any communications to the editor:

62 Alumni DriveCanaan, NH 03741603.523.4321

Cardigan Mountain School does not discriminate on the basis of race, color, creed, handicap, sexual orientation, or national origin in the administration of its educational policies or any other program governed by the School.

An Asbestos Management Plan has been completed for Cardigan Mountain School and is available to the public by contacting the business office.

Tom KatesEric LaneJoy MichelsonLynn St. Louis

If we would “. . . strive to teach by example and allow youth to learn by experience, in circumstances carefully adapted to their welfare, there would be incomparably greater happiness in

the world . . .”

J. Mortimer-Granville Youth: Its Care and Culture, 1880.

Teaching by Example

www.cardigan.org

PEAKS® (Personalized Education for the Acquisition of Knowledge and Skills) is a registered trademark of Cardigan Mountain School.

1CARDIGAN CHRONICLE

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Features6 Keys to Success

Cardigan incorporator and educational consultant Leslie Williamson offers insight into good instruction and what CMS is doing right to provide a twenty-first century education.

9 Teaching Team Collaborates on a Model for SuccessWorking together, Cardigan seventh-grade teachers offer even more relevant, engaging, and hands-on learning.

14 Leading by Example: PEAKS®

Personalized Education for the Acquisition of Knowledge and Skills, a Cardigan innovation that makes a real difference for many boys.

20 Inspiring Creativity: Susan March RivesCardigan’s longtime visual arts educator sets sail for retirement.

Sections2 THE CARDIGAN WAY

12 ON THE POINT

22 ADVANCING CARDIGAN

24 ALUMNI NOTES

26 AUCTION

34 IN MEMORIAM

ON THE COVERHeadmaster Dave McCusker joined Cardigan science teacher Chris

Granger’s eighth-grade science class for a photo after participating in

a daring lab experiment. Mr. McCusker stood still—back to the wall—

while a bowling ball, suspended from the ceiling, was swung like a

pendulum toward his chin. The boys knew the laws of physics would

keep him safe.

Watch the video, at www.cardigan.org/contact, to see whether Mr.

McCusker trusted the science as much as the students did.

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2 SPRING 2010 www.cardigan.org

the cardigan wayLeadership Is Now Required

A Message from theHeadmaster

David J. McCusker, Jr.’80

“Leadership is now required.” That was the final sentence of the article I wrote for the last issue of the Cardigan

Chronicle. The sentiment, true then and arguably at all points in our school’s history, is especially salient, as we have committed to an ambitious and essential set of initiatives that will further strengthen and advance a bold vision for our school. At its annual winter meeting in February, the Board of Trustees voted to proceed with the schematic design phase of the Cardigan Commons, a new stand-alone facility that will include a dining room and kitchen, appropriately sized and equipped to support three family-style meals a day for the entire community; a student center; much-needed flexible spaces for classroom instruction, as well as for student and faculty meetings; a school store; a lecture/video conferencing room; and a mail room. We need to raise at least $12 million to design, construct, and endow the operating costs of the Cardigan Commons, which will become the heart of our school. A fellow school head visited recently and asserted that education is essentially a social enterprise, the point being that strong relationships enhance the quality and effectiveness of teaching and learning. In our residential setting, we know this to be true, and there is no other physical space where we gather more often as a community than for meals in our dining hall. Appropriately and fortunately, members of Cardigan’s governing board are taking the lead in providing early financial support for the Cardigan Commons initiative. Other individuals and families who have been close to the School and have indicated an interest are also stepping

forward to make leadership gifts to this project. In the months ahead, we will invite still others to support this initiative in order to achieve many of our program goals through capital improvement.

Our commitment to program excellence is central to all of our planning and goal setting. Creating the right and best program—one that stimulates and supports growth for the boys in our care—provides the foundation for all of our work together. Whether we’re considering larger projects, such as the Cardigan Commons, or less conspicuous—yet still important—improvements to our own standards, best practices, calendars and schedules, and the like, the lens through which we envision these changes is program excellence. In this issue of the Chronicle, we highlight some of the thoughtful work and subsequent results that have both led to and reflect healthy program development at Cardigan. In the various articles that follow, you can read about how Cardigan considers educational objectives, balancing perceived benefits with potential liabilities and costs that are part of the calculus when you either modify or create a program. In all cases, we’ve taken action when we anticipate positive results, and yet we reap valuable lessons learned as the program moves from concept phase to reality.

The 2009-2010 year has been one of growth and progress for our school and our students. As we begin the spring term, it’s hard to imagine most of the year is behind us. Our seniors have fared well in the secondary school process. The winter term concluded with the highest percentage of students making the honor roll in the last three years. Our athletes and teams achieved remarkable successes, whether measured in personal development through practice and hard work or in game and tournament victories, which seemed prevalent in every sport we offer. More than 30 percent of our student body made a commitment to one of three major stage

The Right and Best Program for Our Boys

Cardigan Today—A School on the Move

3CARDIGAN CHRONICLE

Our MissionCardigan Mountain School offers a close-knit community that prepares middle school boys—in mind, body, and spirit—for responsible and meaningful lives in a global society.

To achieve our mission, we reward effort and accomplishment, helping each boy realize his academic, physical, and personal potential through the integration of the following core values in all aspects of daily life.

COMPASSIONWe cherish the quality of kindness, asking each member of our community to “love thy neighbor as thyself,” and we embrace the importance of service for the greater good.

HONESTYWe expect rigorous honesty in all dealings.

RESPECTWe teach respect for all individuals, embracing an appreciation for diverse perspectives.

INTEGRITYWe cultivate personal integrity, underscoring our commitment to “doing the right thing,” through community discussion, public example, and role modeling.

SCHOLARSHIPWe instill a love of learning and promote intellectual curiosity and growth, recognizing that each person learns differently.

FAIRNESSWe believe that all people deserve the opportunity to grow and develop, succeed and fail, in a safe environment that values intent, effort, and accomplishment free from bias and prejudice.

performances during the winter term. A number of boys chose to join the Glee Club for a few Chapel performances (for some, a first time singing in front of a large group), and our Music Ensemble continued to deftly take on and perform some challenging pieces. Our team finished second in the MATHCOUNTS middle school State competition, and several of our artists won an assortment of State awards as well. Many boys earned Heart of the Cougar distinction for their more visibly positive attitudes, actions, and support of one another; still others led their peers by quiet example, a highly valued and appreciated characteristic among those of us living on The Point. I am proud of the program we offer our boys today.

Cougar PrideThe daily opportunities and travails distinctive to life in our community all point to deep and lasting growth for our students. Successes are typically not achieved without experiencing some adversity, through which Cardigan boys are expected to persevere. We accept and understand the great value in this type of experience, challenging as it may be at times for our students (and their parents). I am pleased with the noble work in which my colleagues have been engaged as we seek to create what we believe is the best education possible for the boys in our care. Never entirely satisfied, there will be no complacency at this school; continual improvement will be our mantra. As I’ve had the opportunity to share our work and goals for Cardigan among members of the extended family—parents, friends, and alumni—I am encouraged by the feedback and support I hear. Discussing the details usually elicits new and interesting ideas, and healthy debate ensues, yet the underpinnings for our commitment stand strong. A commitment to program excellence is the foundation to all of our efforts to advance Cardigan as the best school for middle school boys. We’ll maintain this focus as we ask for your support. We will achieve our goals as a community.

David J. McCusker, Jr. ’80Headmaster


cardigan way events

1. Dave McCusker ’80, P’09,’10; Janice and Paul King P’06,’10.

2. Peter Langlois P’07,’08,’11 and son Niko ’07.

3. Ned Gibbons, Sr. P’78 and Kirk Franklin ’78.

4. Ned Philie P’06,’10.

1. Mr. and Mrs. Intarapuvasak P’12 with Samantha Scott (center).

2. Bill Mitchell P’02 and Anthony Hewitt P’05.

3. The Cardigan Cougars Hoops Team.

4. Steff McCusker talks with Brandon Wagner ’92.

5. Son of Kendall Hobson, Greg Jones, Jr. ’03, and Coach Lynch.

6. Kendall Hobson.

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boys’ club of new york

belmont hill hockey

SPRING 2010

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5. Brian Cheek, Al Pace P’02,’10, and Steff McCusker P’09,’10.

6. Ann Jarosiewicz P’09,’11, with Mr. and Mrs. George Driscoll P’11 (far right) and a guest.

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5CARDIGAN CHRONICLE

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5. Dave and Steff with Alejandro Villarreal outside his nearly finished Monterrey home.6. Mr. and Mrs. Cardenas P’10, Martha Gomez P’10, and Gabriella Backhoff P’04,’05,’09,’10.7. A gathering hosted by Mr. and Mrs. Rodolfo Zambrano P’11.

8. Chris ’09, with parents Maria Teresa and Cesar de la Garza P’03,’06,’099. Dave McCusker with Mr. and Mrs. Mario Velazquez P’11.

mexico visits

1. Cardigan’s Guadalajara Family.2. “Nacho” Valles P’10 and son Juan Ignacio ’10.3. Beatriz Guerra de Garza and Lancho Barrera ’01.4. Rick Exton, Brian Cheek, and the McCuskers with Rodrigo ’92 and Bosco ’91 Marti.

korea visits

1. Sae Joo Chang P’13, Sung Tae Kim P’10, Dr. Heung Soon Jang P’11, and

Tae Kuwn Lim P’11.

2. Mrs. Hyung Jeong Park P’11, Steff McCusker P’09,’10, and Mrs. Hee Jung Nam P’13.

3. Parents’ Reception in Seoul.

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4. Dr. Heung Soon Jang P’11, Dave and Steff McCusker, and Mr. Chung Hyun Jo P’11.

5. Tae Kuwn Lim P’11, Sae Joo Chang P’13, Mrs. Nam P’13, Mrs. Park P’11, Dave and Steff McCusker, Mrs. Cho P’07,’09, Brian Cheek, Sung Tae Kim P’10, and Young Duk Lee P’07,’09.

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Keys to SuccessThe Important Role School Plays in Students’ Health and Well-Being

Many students struggle needlessly in school, because

they possess learning styles that do not match

the delivery style of their teacher(s). An insightful

kindergartener once said, “I can’t learn when people

are being mean to me.” For some middle and high

school students “being mean” might include their

teachers’ asking them to: do something that is

difficult (e.g., taking a pop quiz in math); give an oral

presentation in front of peers; read 50 pages in one

night; or do homework that has no apparent purpose.

By Leslie WilliamsonFounder and Executive Director,Center for School SuccessWest Lebanon, N.H.

The Center for School Success provides clinical, professional-development, and outreach services designed to help students be successful in school and life. Cardigan is proud that, since the fall of 2009, Leslie has chosen to support the School in the role of incorporator and as a consultant to the PEAKS® program. Her husband, Doug, is our school physician.

7CARDIGAN CHRONICLE

Yet, differences in learning can be hard to measure accurately with standardized tests. In the early grades, students may be able to marshal their learning strengths to accommodate for areas of weakness, thereby masking their struggles. Developmentally, children often “hit an academic wall” during fourth through ninth grade. As they enter middle school the curriculum becomes more complex, more abstract, and more text-based; students’ learning strengths may no longer be able to compensate for their weaknesses. While progressing through their later grades, academic demands increase, teaching becomes less individualized, and students often find themselves unable to meet expectations. Over time, students may find it difficult to hide the frustration they experience on a daily basis, which can lead to lack of motivation and lowered self-efficacy. Take, for example, the following students: Seth. He can’t sit still in class and always seems to be tinkering with something. If you put a broken mechanical device, like a radio or car part, in front of him, he can fix it effortlessly. Doug. He just doesn’t seem to be working to his potential. He is engaging to talk to and seems to converse on topics beyond his years, but when you ask him to sit and write down his ideas, he stares at the page blankly, because he doesn’t know where to start or even how to convey them. T.J. He studies diligently and can explain everything he has learned, but he freezes up when a test is put in front of him. Kyle. He has a natural aptitude for math, but now that he is in middle school, his inability to memorize basic math facts and rules has affected his grades; he is beginning to wonder if he is just plain stupid.

The frustration that students can experience from the scenarios described above is seldom expressed verbally. Rather, it is more likely to manifest itself in disruptive or risk-taking behavior, anxiety, sadness, absenteeism, and/or physical complaints. Despite the fact that Seth, Doug, T.J., and Kyle are clearly struggling academically, the cause-and-

effect may not be evident to their parents or teachers.

Proactive intervention for students like these needs to occur as quickly

as possible, however, to avoid the emotional stress and shame that is frequently related to having

a learning difference. Stress can in turn decrease students’ ability to learn. Studies have shown that sustained or frequent activation of the hormonal systems that respond to stress can negatively affect brain development. National research indicates that if not addressed, the impact of “differences in learning” on society may be much broader and deeper than previously realized, affecting not only children’s ability to succeed in school, but their overall health and well-being as well. Learning depends

on a certain level of mental and physical health, and mental health improves with the competencies developed through learning. Research has also shown that a sense of self-efficacy (belief in one’s capabilities to fulfill given task demands) is an important quality for students to develop, as it can influence how they feel, think, motivate themselves, and behave. Schools represent a primary socializing influence on the course of students’ lives; children spend more than 15,000 hours during their formative years in school, even more if a student attends

boarding school. Social-contextual factors (e.g., classroom environment, teaching style) can also nurture how students feel about their ability to achieve in school; therefore, teachers play an important role in fostering self-efficacy in their students. In addition, educators’ beliefs in their own ability to teach diverse learners can significantly impact their level of instruction. Many studies report that teachers who have a high sense of instructional efficacy devote more classroom

time to academic learning, provide students who have difficulty learning with the help they need to succeed, and praise them for their accomplishments. Unfortunately, it is an all-too-common occurrence that teachers don’t take the time to adjust how they teach so that students who learn “differently” can experience success. For example, lecture format is often used to present information to students—but what if some students are unable to recognize the most salient details

If I Can’t Learn the Way You Teach,

Can You Teach the Way I Learn?

- Dr. Rita Dunn, St. John’s University


of the lecture? Some teachers may not allow students to use a calculator during tests, despite the fact that their students have demonstrated understanding of algebraic concepts but have difficulty recalling arithmetic facts automatically. Note taking is a common skill required of students during class. Yet, some teachers don’t allow students to use a computer to take notes, even if they may have labored handwriting and expend all their mental energy into forming the words as opposed to understanding what is being said. Many students have weaknesses in social cognition and as a result may not have the ability to “read” nonverbal cues—how often during the school day is that a critical skill to have? Cardigan Mountain School offers a wonderful program for its student body. PEAKS® (Personalized Education for the Acquisition of Knowledge & Skills) was designed expressly to provide instruction about and support for learning to all the boys, because everyone can benefit from understanding how he learns best. One of the key skills that plague boys of this age involves the ability to determine the most important thing to focus on when listening to a lecture, reading an assignment, or studying for a test. Providing the purpose for an assignment, as well as clear expectations for final products, can be very helpful and relatively simple interventions. Team teaching, another emerging practice at CMS, is an excellent way to engage both teachers and students. Teachers are able to share their expertise in a field, working alongside colleagues who are equally passionate about their subject knowledge. Jointly this information is presented to students in a way that is cohesive

(and often more creative than if done in isolation) and tied to a common theme that involves coordinated assignments, projects, and tests. Students are able to see connections between subjects, which consequently enhances their attention, memory, and overall investment in learning. When teachers make a concerted effort to design and organize their instruction to foster students’ competence on specific tasks, teachers can have a positive impact on student efficacy and in turn on student engagement and learning

in the classroom. Including opportunities for students to make personal connections to new information and presenting it in various ways can engage otherwise “unmotivated” students. It is also important to consider how physiological, social, and emotional factors can affect students’ overall performance. Getting enough sleep, having a sense of belonging, and feeling confident about one’s ability can impact school performance; however, if

these needs are not met, learning is unlikely to happen. The PEAKS team has taken the lead in exploring ways to support students, not only by experimenting with their study habits (e.g., trying out a “music while studying” pilot), but also by helping them identify their areas of strengths and interests

and ways to foster them. CMS’s commitment to the “whole boy” no doubt promotes the health and well-being of every student. The additional steps the School has taken over the past few years to better meet the learning needs of each boy reflect real dedication to its overall mission.

Whether or not a student feels confident that he has skills to do specific academic tasks makes a

difference in the student’s approach. The “I can” belief in oneself leads to

a sense of competence.

- Dr. Arthur Bandura, AuthorSocial Learning Theory


9CARDIGAN CHRONICLE

BYAUTHOR’SNAME

What do the boys of Cardigan Mountain School need in order to be prepared for secondary school, college,

and beyond? This is a question that my faculty colleagues and I consider carefully as we plan courses for a coming year. Indeed, it is one of the challenges of effective teaching. Our boys are faced with a world that is constantly changing, and they need to be able to adapt to those changes—now and later in life. To nurture this adaptability in our students, teachers need to demonstrate those qualities as well, and, guided by the director of studies, John D’Entremont ’94, our school has adopted an overall approach to delivering instruction that will better equip our students with the competencies that their futures demand. Two years ago, the introduction of PEAKS® (Personalized Education for the Acquisition of Knowledge and Skills) put the institution in a position to support each and every student in myriad ways. From note-taking and study skills, to technological training in computer software

and hardware, PEAKS has revolutionized the approach to building students’ executive functioning1 while providing academic support for each major academic department. The success of

PEAKS has translated to the classrooms across campus. The next logical step was to provide a PEAKS-inspired, teacher-based support model in terms of curriculum design and implementation. How would Cardigan put these changes into practice?

The key was to put together a team of teachers who, using their individual strengths, would coordinate efforts to enhance the curriculum and maximize student learning. A model was designed for this academic year involving the seventh grade. This group of faculty members would teach only seventh-grade classes, allowing for more-focused attention on a smaller number of students. The teachers would meet weekly to share observations and to generate strategies for challenging, supporting, and motivating their students. As a result, they would make any changes necessary to model the type of learning needed to connect individual students to the curriculum goals. In a more traditional model of instruction, individual teachers deliver instruction in relative isolation. The team-teaching approach has brought with it a certain amount of challenge to each of our “comfort zones.” While it is not uncommon for individual teachers to be innovative with instruction, working as a team of professionals means adopting an openness to sharing, giving and receiving feedback from peers, and adapting accordingly for the benefit of students and the team. And there has also been the broader challenge of aligning the seventh-grade curriculum so that content and instruction among disciplines is complementary and consistent. As we started the year, thoughts and ideas flew around the table. Comments on students’ learning styles and personalities were shared, teaching methods were openly suggested and received, and the high energy and hopes for success were obvious. A member of each academic department was represented. Lesson plans for the first week were shared. The opening week of school was prepared, and the designs for a seventh-grade evening study hall were implemented. The students noticed immediately that there was a plan. Each one of their teachers was using the same language.

Teaching Team Collaborates on a Model for Success

Team Sevenby Marten WennikEnglish Department Chair, Seventh Grade Team Leader


Homework assignments were streamlined so that students would have an appropriately challenging and consistent workload. Test dates did not overlap. Discussions on the format of assignments were uniform, as were classroom expectations in each subject area. A common set of guidelines across all classes was instantly appreciated by all the students. At night, during study hall, at least two members of the seventh-grade teaching team would be on duty. Each was aware of what was going on in their colleagues’ classrooms, creating a more knowledgeable basis for supporting all students. Weekly meetings were spent identifying students of concern, sharing classroom examples and lesson plans, and identifying plans and accommodations for the coming week. While the initial impact was positive, after the first few weeks the team pressed to do more. Each fall the seventh grade undertakes a field trip, which in years past has been essentially viewed as a day off for students and faculty. However, the team had been grappling with the desire to impress upon the boys the importance of following directions and developing presentation skills. Homework of late had been turned in sloppily prepared or incomplete; some boys seemed to lack a sense of what a completed assignment should comprise. Consequently, the team decided to be more intentional about using the field trip day as a learning experience. The entire class took a three-part field trip that included visits to the Dartmouth School of Engineering, the Montshire Museum of Science, and the Vermont Institute of Natural Science. During these visits, the boys were expected to gather information—questioning, taking notes and pictures—working toward a team presentation to be delivered that night. The subject prompt, given to them as a guiding theme, was “Project Green–Man’s Influence on Nature.” In groups of three, the boys would follow specific directions for a presentation that included a poster examining how humans have impacted their surroundings, and offering solutions for minimizing negative impact in the future. After a full day of rich, relevant educational experiences—and few hours’ rest—the boys came together in the evening to create their presentations. They were given poster board

and art supplies, and a printer was available to produce any taken pictures. Expectations were reviewed, and they were given one hour and a half to design and create their poster, with each boy involved. Students would also be asked to reflect in writing on the experience, via blog, and assess their work according to the assignment rubric. As a team, we were thrilled by the amazingly creative and detailed presentations the boys generated, as well as the energy, excitement, frustration, and conflict resolution that was expressed in the writing. The project was a wonderful success, and the boys still remember its lessons to this day. The success of this team project inspired us, later in the winter, to apply the approach to a reenactment of the Constitutional Convention, in which the boys were divided into three groups and asked to experience life in a certain lifestyle (either elite, working, or lower class) representing the original members of colonies. As the culmination of this two-day experience, they were asked to create and ratify a Cardigan Constitution based upon their experience. Later this spring, the seventh grade will undertake a project to design one of the new spaces that are slated to be built on campus in the coming years. They will be given an imaginary budget, as well as lists of needs and desires for the building, and will be asked to offer designs for the new facility. Throughout the year, the seventh-grade students and faculty have benefited by the collaborative nature of team teaching. With common goals, the sharing of ideas, and the implementation of interdisciplinary methods, we have already witnessed positive changes in student behavior, retention of material, and academic maturation. Students and faculty are equally engaged in this work, and moving toward the skill acquisition needed to learn and live in the twenty-first century.Notes: 1 When we talk about “executive functioning,” we are referring to the way each person learns to organize and plan his approach to a given task. Strengthening this function involves teaching students how to apply systems and procedures (strategies) to new situations, to be able to override automatic responses that may be inefficient, frustrating, or ineffectual. Equipping students with strong executive-functioning skills gives them cognitive flexibility—and confidence—that they can then apply and adapt to a whole host of domains.

11CARDIGAN CHRONICLE

A Fresh Look at Study Hall

The 2009-2010 academic year marks a dramatic change in the way Cardigan students have studied for more than 20 years. After much discussion from the 2007-2008 academic year through the summer of 2009, the School finally decided to change how the study hours of 7:15 to 9:00 p.m. are used for all students. Prior to this change, all students studied in their dorms under the supervision of their dorm parents and honor roll students were awarded some freedoms such as going down to the athletic areas, using the student center, or listening to music. After trying out a new system at the end of the 2008-2009 school year, the group study model has been adopted and has proven successful in 2009-2010. This system works by giving honor roll students more freedom and latitude to manage their time and non–honor roll students a more structured, consistent routine. Any student not on honor roll is expected to study in a group location. All eighth- and ninth-grade students are located in the dining hall, and all sixth- and seventh-grade students are located in the Brewster classrooms. Supervising the group study halls each night is a different team of teachers representing a variety of different subject areas. Honor roll students are permitted to remain in their dormitories for study hall and there are faculty members who roam through dormitories to check on how the boys are using their time. There was a lot of positive feedback from honor roll students in the dorms. One honor roll student said, for example, “During the study hall pilot, I felt like I had more freedom to do what I wanted in the peace and quiet of my dorm. During the pilot program, there were not a lot of people around, so I could get my work done quickly and quietly.” During the study hall hours, the library is open, as is the computer lab. So, why the change? The biggest reason was the desire for consistency. By having two large-group study halls, there is greater consistency than having 15 different dorm study halls supervised by 15 different people each night. As we tried this out during the spring of 2009, both students and faculty had the opportunity to share their feedback. Overall, faculty members felt during the pilot program that the students were more focused on their work, teachers had a better understanding of what was happening in other subject areas, it was a more consistent environment for the boys, and it served as

a great motivator to encourage boys to try to make the honor roll. Students felt similarly about last spring’s pilot program and said that it was easier to find help on any given assignment and that the group study halls provided a more productive setting in which

to work. One student said about the large-group study hall in the dining room, “There was nice access to available teachers to help me with my homework.” Another said, “I was able to ask questions to faculty easier.” Overall, teachers and students alike are happy that the study plan has become more formalized this year; they are pleased with this change in the way we study.

Studying with Music While it may seem counterintuitive to some—music while studying?!—research actually indicates that for many students, as long as certain parameters are adhered to, the practice can be truly beneficial. Here’s how the PEAKS team explains it: Students consistently report difficulty with focus, primarily in the large study hall environments, due to sundry distractions. Through observational assessment, the PEAKS coaches have found that students reliably focus on their assignments with many fewer distractions to themselves and others when listening to music via headphones/ear buds. Further, students complete more work in the allotted time with greater attention to detail. The PEAKS coaches consulted with Leslie Williamson and Beth Reed from the Center for School Success as to current research in this area. Following a literature review, the PEAKS coaches offered a pilot program, whereby there has been a lifting of the non-honor roll student ban on listening to music while studying. The PEAKS coaches plan to follow up the pilot by assessing changes in students’ completed work (increases/

decreases) as reported by study hall proctors and teachers, as well as any other positive or negative anecdotal information from faculty. The PEAKS team will then make recommendations to the director of studies and dean of faculty based on their findings. Has the opportunity to listen to music indeed served as a tool to decrease distraction and increase focus? Stay tuned!

by John D’Entremont ’94Director of Studies


on the point

Off to France (Bon Voyage!) Although it was a little cold for spring in Paris, eight Cardigan students, along with World Language teachers Mr. Sinclair and Mr. Cushing, thoroughly enjoyed their weeklong “Tour de France.” The trip began in Nice, located in the south of France, where the boys toured the city, ate moules frites for lunch, and actually spent their first evening in Europe in San Remo, Italy, for a genuine dining experience. On their way to the French Alps, the group stopped in Avignon to see the Palais des Papes (Palace of Popes) and to walk on the famous bridge. In Grenoble, capital of the French Alps, the boys visited an old farmhouse outside the city, where they received some cooking lessons and ended up preparing an amazing traditional five-course French meal with quiche, poulet Basque, and mousse au chocolat. The final three days were spent in Paris, where the boys learned how to navigate the city by metro and foot, so they could find their way to all the major tourist sites. Notre Dame, the Louvre, Versailles, and the Eiffel Tower were some of the attractions they experienced, but we’re sure if you ask, they will say the food was the best part of the trip. Next year, the same trip to France will

be offered, but the possibility of using Thanksgiving break instead and making it open to any Cardigan students is being explored.

Sail Away! Sail Away! Sail Away! For 13 days, 10 Cardigan students and two faculty members participated in a sailing expedition through the Bahamas and the Exumas Cays. This adventure had the boys camping on uninhabited islands, fishing for and cooking their own food, snorkeling and SCUBA diving on coral reefs, and sailing from island to island, all the while depending on one another for survival. This incredible experience pushed the students outside of their comfort zones while they learned a great deal of self-reliance and lots of practical skills.

While in the Bahamas, the group met up with a few Cardigan friends. At the conclusion of the trip, Cardigan trustee (Mani) and past parents Mani and Rosemarie Alexiou P’98 hosted the Cardigan group for a delicious BBQ feast (After 13 days fishing for and cooking

their own food, the boys were very excited to have some cheeseburgers and ice cream to devour!). Also, on Day Eleven of the trip, with the expedition group at its farthest point from home, they stopped at the Exuma Cay Land and Sea Park. After enjoying a hike through the beautiful Caribbean flora, the group was surprised to meet Assistant Park Warden and Cardigan alumnus Chris Dunkley ’98, who gave them a great tour of both the park headquarters and the support area of this national park. All in all, the boys had a number of fantastic experiences during this unforgettable spring break!

from

Cardigan students making crepes in Grenoble, France.

Spring Break Once Again Replete with Cardigan-Sponsored Adventures


We’re just a few of the reasons to support The Annual Fund for Cardigan.

Above: Cardigan students “on land” during their Bahamas sailing adventure.

Have you seen us?

Left: Coach Bayreuther working with Cardigan lacrosse players on St. Pete Beach in Florida.

Baseball Group Again Journeyed to Cocoa Beach

Sixteen baseball players from grades seven, eight, and nine joined Coaches Hannis and Lynch at the Cocoa Expo in Cocoa Beach, Florida, for spring training. After two days of rain, the boys dug in and worked hard during field practices and hitting sessions. They played in three games during the course of the week as well. In their “off” hours, they had the chance to experience much of what the area has to offer: a Washington Nationals spring training game, an airboat ride to see alligators, and time on the beach. On

the final day, Mr. and Mrs. Glover GP’11 treated the boys to a wonderful day that concluded with a southern barbeque at their house. A special “thank you” goes out to the Glovers for all of their help and hospitality during the group’s stay.

Lacrosse Group Headed for Sunshine

The lacrosse trip to Florida was a great success! Coaches Bayreuther, Frost, and Helming led 26 players to St. Pete Beach, where they enjoyed lacrosse games and training, then relaxed and enjoyed all the amenities of the Sirata Beach Resort. The team practiced twice a day and played five total games, going undefeated against all comers: Kent Denver, Millbrook, Holderness, Hawken, and Eaglebrook. The players also enjoyed cutting-edge coaching from 3DLax Director Jamie Munro. Players young, old, experienced, and brand-new to the game developed strong skills and a better understanding of lacrosse by the end of the week. In addition, the group had a super time in the hot tub, on the beach, and in the pool.

Overall, it was one of the best trips the lacrosse contingent has taken to Florida.

www.cardigan.org/giving


Leading by Example:

In its second year, PEAKS continues to take on some of the challenges that face middle school boys in their quest for knowledge through learning and doing. PEAKS,

Personalized Education for the Acquisition of Knowledge and Skills, challenges students to think more critically about their own learning and also to look at how they operate as learners. As students grow and develop, it is our role as PEAKS coaches not to cover curriculum but to help our students uncover curriculum. The PEAKS Department works with students on a daily basis to positively impact their learning at Cardigan and also to prepare our students for the challenges ahead at secondary schools, in college, and in their careers. Building on initiatives begun last school year, PEAKS continues to help students determine how they learn best, as well as help them articulate this to others and advocate for themselves, while still teaching them strategies to succeed in a learning environment they may be faced with in the future that may not be ideal for them. Learning how to learn and learning how to adapt to different learning environments are keys to student success. Students work with PEAKS coaches both in PEAKS

class and outside of class on achieving these goals. In the classroom, students learn study skills and strategies as well as discuss how they can achieve more in their core classes. The PEAKS coaches collaborate with other teachers to help present concepts and skills in a variety of different ways, both in the core class and in PEAKS for reinforcement and continued discovery. As needed, students receive one-on-one and small-group tutorial support in the afternoons, at night, and on the weekends at PEAKS. As an example, ninth-grade students have received a great deal of insight from their peers and PEAKS coaches about the steps of their major history research paper, from taking notes to working on an outline, through drafts to the final written document.

At the beginning of this year, PEAKS instituted the use of MAP testing. MAP (Measures of Academic Progress™) testing helps to determine a student’s instructional level and to measure academic growth throughout the school year, and from year to year, in the areas of math, reading, English language usage, and science. This is a computer-based adaptive test. As a student progresses through the assessment, questions change to further challenge the student’s ability until a score is reached. MAP testing allows for shorter testing periods with immediate feedback to the PEAKS coach, which can be compared with previous scores of that student, other Cardigan students, and thousands of other students who have taken that assessment. Select students took the MAP test again during the winter, and all students will be retested in all subject areas beginning in mid-April. Students in PEAKS work in a variety of different settings. A student teaching what he knows to another student is one of the best ways for learning to take place. PEAKS utilizes small-group brainstorming sessions and student-led discussions to delve deeper into topics that are of issue to them. Classroom groups sit around the conference table or in small pods in order to work with one another to work through different scenarios and ways to look at subject matter.

PEAKS® Team Uses Data to Improve Instructionby Jarrod CaprowPEAKS Department Chair


(Left and right): Members of the PEAKS team working with Cardigan incorporator Leslie Williamson at the

Center for School Success in Lebanon, N.H.

“We can ‘party like it’s 1999,’ but teaching like it’s 1999 does not work anymore.”

of the program in PEAKS. The students in our classrooms are digital natives, born in a time in which technology is all around them. The times without email and the internet are foreign to them, and we need to teach them accordingly. Through the use of technology in the classroom, we are able to continue to challenge our students. Interactive whiteboards in PEAKS classrooms allow for students to learn about the use of Microsoft Office products such as Word and Excel to enhance their schoolwork. The internet can be a great resource for students, along with educational videos, podcasts, and video conferencing. This past fall, students in eighth and ninth grade had the opportunity to ask questions of high school students about the secondary school application process through a video conference led by PEAKS coach Scott Haire while he was visiting Asheville School in North Carolina. Students will continue to work this spring and into the 2010-2011 school year on improving learning skills and also becoming leaders in the classroom. The PEAKS team is excited to continue to explore new frontiers in learning and also showcase our school’s success publicly, as it will

be presenting a workshop at the 17th Annual International Boys’ School Coalition Conference to be held during the last week of June in Philadelphia. This year’s conference theme is Inventions in Teaching, and the PEAKS team will present their workshop entitled, “If You Don’t Know How You Learn, Then You Can’t Learn Effectively.” Too often, established schools are reluctant to make changes because of the myriad political, financial, and institutional roadblocks. Members of the PEAKS team will provide an overview for participants of the successes and challenges the program has experienced in its first two years as it was implemented in a well-established school. In addition, the PEAKS team will offer a number of resources and practices that participants could implement in their own schools. In a time of economic uncertainty, providing students with the educational foundations that they are able to build upon and use in order to market themselves is exceedingly important. Both the knowledge of how to approach challenges and the experience of success are crucial to the growth and development of today’s student. The PEAKS team will continue to grow and develop with boys, as they pass through Cardigan on their academic journey.

The whole boy approach of the PEAKS program also addresses physical and emotional development with the boys. Through the use of a health-based curriculum, students learn how to make good social decisions. Understanding the risks involved in using tobacco, alcohol, and drugs is important before finding oneself in that situation. The safety of the classroom allows for student discovery and discussion regarding often difficult situations. Also, learning about the challenges and responsibilities regarding human reproduction and relationships while in a socially safe environment allows for open, candid discussions leading to good decision making. We can “party like it’s 1999,” but teaching like it’s 1999 does not work anymore. Technology is a key aspect



Educating the Whole BoyBy Austen Hannis

Cardigan Athletics’ Commitment to Core Values

Senior Adam Philie celebrates a win over

Eaglebrook.

While maintaining the strong tradition and established program that “Coach” Marrion built over his long career as athletic director for the Cougars, current Athletic Director Ryan Frost has made some nice programmatic enhance-ments and additions over the last three years. Most recently, the Kenerson athletic complex has undergone a face lift and some updates to its record-keeping displays. The locker room facility and hallways have received some much-needed paint and wall decorations. Recent additions include a collection showcasing some of our more recent student-athletes-in-action shots, along with a new and ever-growing collection of team pictures that will continually expand for returning alumni to share with future Cougars. In addition, the locker rooms have been adorned with large mascot decorations, displays of Cardigan’s six core values, and the Cardigan Mountain School athletic motto. A series of continuous banners have been added to the gym and hockey rink to mark the accomplish-ments of champion-ship, undefeated, and Sportsmanship Award-recipient teams. Great care has also been taken

to update trophies and plaques with names and records for historical archiving and display. Other recent aesthetic enhancements have included replacement and upgrade of uniforms and equipment, with every varsity team being put on a three- to four-year rotation for new uniforms.

The Athletic Department has also made several tech-nological upgrades. In the spring of 2008, Cardigan added a new scoreboard to Marrion field that is able to be used for both football and baseball games. The board is also “eco friendly,”as it runs on solar power along with electricity. The

The School joined forces with the Positive Coaching Alliance to help promote posit ive coaching and education in sports.

following fall, the School purchased several pieces of video editing equipment. These enable teams to film games (or practices) with an elevated “helmet cam” that can be seen at games, both indoors and out. Along with this, an editing software and computer system were purchased so that games can be easily broken down for viewing and for educating student-athletes in all sports. Most recently, through a dona-tion by the Class of 2009, a sound system was added to the Wakely Center, making it more user friendly for functions. The student body seems to be more excited, however, about the bonus ability to play warm-up music before hockey games.


Cardigan Mountain School athletics emphasize respect, responsibility, and dedication.

Athletes are rewarded for effort, hard work, and accomplishment.

Along with the aesthetic and technological additions, several programmatic enhancements have been made as well. Beginning in the winter of 2008, Cardigan Mountain School joined forces with the Positive Coaching Alliance to help promote positive coaching and education in sports. The Positive Coaching Alliance (PCA) is a nonprofit organization founded at Stanford University with the mission to “transform youth sports so sports can transform youth. PCA was created to transform the culture of youth sports to give all young athletes the opportunity for a positive, character-building experience.” Through this partnership, Cardigan has had several speakers come to campus to present to both the faculty and students and recently had a speaker come to address parents as well. In addition, our coaches receive from PCA weekly information and helpful ideas for how to implement their program more effectively in order to help student-athletes grow and develop positive experiences and character traits from sports.

In the winter of 2008-2009 Cardigan launched its first Athletic Commitment Exemption (ACE) program. This program was designed for students who have been competing in a sport at an accelerated level that Cardigan does not currently offer. Interested students fill out an ACE Program form and apply for the exemption. Only those who can prove commitment to and prior competitive experience in a sport not offered here receive approval. Recently we have had students participate in sports such as figure skating (Mikael Pluhar ’11), free-style skiing (Declan O’Brien ’11), nordic ski jumping (Robb DeMars ’11), and track and field (David Hampton ’10). At the end of each athlete’s ACE season, he is required to do a presentation for the entire school and hand in a journal chronicling his experience.

Each Student-Athlete of the Week is presented with a photo certificate, like the one above, at the end of the season.

And finally, just this winter, we launched a Student-Athlete of the Week program. This program is designed to recognize two student-

athletes each week for their effort, enthusiasm, sports-manship, dedication to their team, and overall performance in practices and games. One student-athlete from the varsity-level teams and one from the sub-varsity level is recognized each week. Students are nominated by their teammates, and then captains or team representatives vote for the winners each week, making it almost an entirely student-driven award. One of the added bonuses that emerged from this program has been the extra recog-nition bestowed by the students on team-mates not ordinarily recognized as much or as often if, for example, their role has been less geared toward more obvious forms of success, such as scoring goals or points or baskets.

With a number of traditions still in place and the School’s core values always at the heart of growth and change, Cardigan athletics continue to grow and thrive.

Above: Robb DeMars ’11 placed third in his first-ever ski-jumping competition on the 20-meter hill at

Proctor Academy in February.

17


Winter SportsWrap-up

Varsity Hockey “We’re just a solid, hard-working team that quietly goes about our business. These players want to be out there. They want to win, and it’s great to see their hard work pay off with a successful season. When it all comes down to it we’re a family of INSANE brothers looking out for one another.”

- Coach Barker

Reserve Hockey “With an international team of boys who have never played hockey before, it was amazing to watch all of them transform from the learn-to-stand-on-skates level to the amateur hockey player level in just 10 weeks. Coaching this group of boys and being able to share in their newfound love for hockey has allowed me to rekindle the passion I once had for this amazing game, and has encouraged me to start playing again. I can’t thank them enough for that.” - Coach Sinclair

Nordic Skiing “The boys had a superb performance in the New Hampshire Middle School Cross-Country Ski Championship. Their effort in the race was remarkable, never giving up despite the difficult course conditions.”

- Coach Ramos

A Few Coaches Offer Team Shout-Outs

TEAM Season HighlightVarsity Hockey 5-4 Overtime thriller vs. Eaglebrook

JV Hockey Tie with EaglebrookThirds Hockey Rectory win (2-0)

Reserve Hockey 3-2 home victory over EaglebrookVarsity Basketball Finished 2-1 against Eaglebrook

JV Basketball Hanover Tournament TitleThirds Basketball Thriller at home vs. Eaglebrook

Varsity Alpine Skiing Lakes Region Champions GS, 4th Place NEPSACJV Alpine Skiing Undefeated

Wrestling Tournament second at RundlettUSSA Racing 1st-4th Places, Western DivisionNordic Skiing 7th/16 at the State Championship

Snowboard Racing Exciting GS and Slopestyle Events

Varsity Basketball “Our team learned that when they prepared well, played hard, played together, and were loyal to each other we often won.”

- Coach Lynch

Recreational Skiing/Snowboarding “had a great season at Ragged Mountain. Although we had little natural snow, Ragged always has plenty of man-made white stuff for us. Of the 10 members of our group only three were skiers; the others were avid snowboarders. How times have changed!! Most of the snowboarders were new to the sport, but became very good ‘shredders’ by the end of the season. The bus rides back and forth were wonderful, as the boys either slept or listened intently to our resident raconteur, John Rymer.”

- Coach Hart

Wrestling “What a wonderful group of kids to work with. We set four goals for the season and accomplished them all, including a trophy-winning team effort in the last tournament of the year (fourth place at the Fessenden tourney). Two of our boys earned ‘Outstanding Wrestler of the Tournament’ awards during the season. We’re looking to continue the tradition next season.”

- Coach Kreuzburg


Drama is an integral part of student life at Cardigan. It allows students to test themselves and expand their horizons in front of a largely supportive audience. When I came to Cardigan nine years ago as the woodworking teacher, I also had the responsibility of building the sets and supervising the students doing lights and sound for the productions put on by the Drama Program. At that time we did a short play in the fall, a Christmas pageant, our major production the week just before spring break, and a talent show just before the end of school. Mary Mendelsohn was the head of the program at that time and had responsibility for producing and directing the performances. I began directing the fall plays in 2005 and took over as head of the program in 2007.

When choosing a production, I like to have some connection to other parts of the curriculum, if feasible, and I use comedy as much as possible. My first major production at Cardigan was Stalag 17. I had wanted to stage the play for a number of years. It is a wonderful play set during the backdrop of World War Two, a nice tie-in with the U.S. history our seventh and eighth graders study. With the help of my wife, Samantha, who has taken on the responsibility of costumes and make-up, we included a multimedia presentation during the first week of rehearsals to help the students understand their characters. Most public schools limit a student’s opportunity to participate in sports by offering only varsity and junior varsity teams. Fortunately, at Cardigan, all students participate in sports and thus learn the value of teamwork and competition. The downside of this requirement is the conflict it can cause between sports and drama, particularly during the winter term. After seeing the frustration this caused, I decided to flip the fall and winter productions; now, during the winter we do two or three short plays and cast students according to their sports team. This has worked well and has provided

Weaving Drama into Students’ Full Lives Theater Thrives at Cardigan

some interesting side benefits, such as the inevitable bonding that occurred and the degree of convenience that existed last year when one play included all members of one hockey team and their coach; during Ski Holiday they rode together in an AV and rehearsed on the way up and back. We also started incorporating music into the program last year, and the Music Ensemble provided the music for Flight of the Lawnchair Man. We expanded on that idea this year by successfully staging The Music Man using a recorded orchestra. Some of the Drama Program’s success has been due to the addition of faculty to our casts. This gives the students another venue in which to interact with the faculty and have some fun at the same time. (We also discover wonderful talent such as that of Shannon Gahagan, as evidenced by her portrayal of Marion in The Music Man Junior.) Dave McCusker has been very supportive of the Drama Program and encourages the students to participate (as he himself has). His measure of success for the program is the level of participation. I agree with this line of thought, and thus my job becomes staging performances that students will be proud to be a part of and look back on fondly. My reward? . . . Months after a performance, walking down the hall and hearing a student humming a tune or reciting dialogue from a recent production.

Drama is an integral part of student life at Cardigan.

By Jim Scott

Mrs. Rives, Ben Auerbach ’11, and

Myles Beach ’13 in Cardigan’s fall 2009

production of The Music Man Junior.

Jas Spearman ’10, Connor VanArnam ’10, Tony Karalekas ’10, and Eric

Kwon ’11 from The Music Man Junior at Cardigan.


Susan March RivesBy William “Wim” Hart

One day some years ago, when I had stepped into the art room as substitute for the period, the fire alarm went off. We all dutifully evacuated, and stood outside on a freezing day waiting for the “all clear” sign. When it was determined that there was no fire, we all went back to our respective classes, very cold and a bit discombobulated. Soon after, the fire marshal came into the class to tell me that the alarm had gone off because someone—one of my charges—had opened the kiln in the drying room.

The student who did the naughty deed was not hard to identify; he was in such doldrums that he could hardly look at anyone. Mrs. Rives had left strict

Inspiring Creativity:

Cardigan Chronicle Fall 1978.


It’s hard to imagine the School without Susan, as she retires this spring, and I know that a whole generation of boys will feel the same way. I will miss her wonderful smile, especially when she “gets” the joke, and the magnificent art displays that show how deeply she has touched our boys and unleashed their imaginations. I hope she becomes immersed in the “swish” art crowd of New London, N.H., and that she will make visits to her Cardigan family a regular part of her life.

instructions that no one should go near the kiln, and letting her down was something he just could hardly stand. He was not the least bit concerned that he had disrupted classes and forced everyone in the building to evacuate and stand out in the cold; his main concern was facing her disappointment.

Such was the special relationship Susan Rives had with the boys here at Cardigan.

Susan came to Cardigan in the fall of 1978, when Norman Wakely was headmaster, after several years’ experience in commercial and school art. I had only been at Cardigan for one year myself, and I remember that I was drawn to her sparkling personality right off. Her first classroom was in the ground floor of Brewster, where the math classes are now, and though it has moved many times over the years, it has always been a comfortable, inviting space for Cardigan boys.

Even after all these years of watching Susan inspire creativity, looking at displays of student artwork I am still amazed at what Susan can get her boys to do. Sometimes we have shared the same student, and by January she’s made a Picasso out of him, while I still can’t seem to get him to use the correct Cardigan heading on his homework.


Left: Mrs. Rives works with John Foley ’08; (center) in the art room with Chandler Spearman ’12, David Pena ’11, and Michael Chang ’13; (right) demonstrating technique for Clark Macomber ’12.

Left: Mrs. Rives on a gallery visit with three of this year’s N.H. Scholastic Art Awards “Silver Key Winners,” James Howard ’10 , Adam Goldsmith ’12, and Mario Velazquez ’11. Also honored this year were Jas Spearman ’10 (Silver Key) and Eric Kwon ’11 (Honorable Mention).


advancing cardigan

A Crystal BallI often wonder what the future holds, both for me

personally and for our school. “If only I had a crystal ball,” I will say to my wife or colleagues when faced with a difficult decision, the kind that could turn the tides, or one on which the balance of success may rest. I don’t, of course, have one.

But what would I do with it if I did? Is something lost by knowing the future?

I was talking the other day with one of our student leaders just before we went on spring break, a very successful boy who excels in the classroom and on the playing fields. I asked him where he thought he would end up next year and whether or not he was nervous about hearing secondary school decisions in just a few days. In my estimation, he was a shoe-in for his first choice (Deerfield), and I expected him to respond that he thought his chances were good. After all, his brother had just graduated from that same school last year, and he is among the top students academically here, is a talented athlete, has received numerous honors, has scored very well on his SSATs, and so on.

To my surprise he did not respond in the way I’d anticipated. “I try not to think about it,” he genuinely stated. My facial expression clearly told him that I needed more information. “Mr. Cheek, these types of things are out of our

“It all works out in the end if we work hard.” Interesting. Case closed.

control. We do the best we can, and then we go from there. It all works out in the end if we work hard.” Interesting. Case closed.

Now that our ninth graders have received acceptances and are making decisions for next year (the student mentioned above will be attending Deerfield), and as we look forward to the final weeks of school, I’ve been thinking about our conversation.

This conversation is relevant to my responsibility at Cardigan. It is an exciting time at the School and we have

ambitious plans. We spent a good deal of the last two years thinking about our future, we developed new strategic and campus master plans, we started new programs, we are considering new and improved facilities, and we’ve hired some new people. All of this has been done by looking forward to the year 2020, and with the hope that these decisions and changes will help us achieve the goal of becoming the premier school in the education of middle-school boys.

What lies ahead for Cardigan Mountain School? While we can’t say for certain, I still think about it every day. Often I don’t know exactly what to do, or what the outcome will be for sure, and that makes it hard. In those trying times I return to the advice of that student. I try not to think about it (too much, anyway). I do know that we are working hard, we do great work, and as I’ve said many times, we make a difference in the lives of countless boys, their families, and all who have the privilege of getting to know them. We have ambitious goals, goals that may feel daunting. These goals can make us worry about how we are going to get there and can shed doubt on our preparedness or dedication—they can, that is, if we allow them to lead us to inaction.

But at the same time these lofty goals can inspire, they can motivate, and they can preview a future that is grand. Let

BY BRIAN CHEEK


us not then worry about exactly what our future holds, but let us celebrate it, embrace it, and make it bright.

Maybe the crystal ball that I yearn for is one that shows our hard work, dedication, and ambitions are worthwhile endeavors. One that shows we cannot control or determine with certainty the outcomes of our efforts, but rather that things do work out in the end if we believe in what we are doing, give it 100 percent, and accept the result we achieve.

What’s great is that the crystal ball I just described is around me every day. I see it in the faces of our students when they succeed at a challenging task or assignment. I notice it watching our faculty transform the lives of boys in the

HonoringSavage FriezeCardigan Trustee

Top right: Cardigan Board of Trustees President F. Corning “Kim” Kenly III ’68 (right), expressing heartfelt Cardigan community thanks to longtime trustee Sav Frieze, at a reception in Sav’s honor, held at the home of Henry duPont ’83 in December 2009.

classroom, dormitories, and playing fields. I hear about it through the stories of our alumni and parents who relate all that Cardigan has done for them or their sons. This crystal ball shows me one thing for certain: Cardigan’s future is bright, and with your help it can only be brighter.

With warmest regards,

Brian L. CheekDirector of Development

Top left: Barbara Pearson P’98 talks with trustee Diane Wallach P’06. Above left: Brian Cheek and Trustee Larry Prescott P’88. Above center: Former Headmaster Norman Wakely.

Above: Kim Kenly ’68, Ruth Kenerson, Stephanie McCusker, and trustee Tim Fleming ’70.

Sav, Thank you for your many decades of service to Cardigan Mountain School. The spirit of a Cardigan boy is evident through your service as the president of the Board of Trustees, as the Chairman of the Corporation, and as an honorary alumnus. So too is your name forever emblazoned on the home of the headmaster. You embody all that is meaningful about Cardigan Mountain School, and we will strive to continue your priceless example of stewardship. We are forever indebted.

Signed: F. Corning Kenly ’68, President of the Board of TrusteesJohn H. Pearson, Jr. ’65, Chairman of the Corporation

David J. McCusker, Jr. ’80, HeadmasterNorman C. Wakely, Former HeadmasterKenneth S. Klaus ’73, President of the Alumni Association

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alumni notesa little Deutsch,” traveled to more than 100 countries, and left Pan Am in 1991 as a captain. Delta purchased the Pan Am Shuttle in 1991. He flew worldwide routes on the 767ER and L1011 and retired from Delta in 1998 as a captain. He and his wife retired to Meredith, N.H., not too far from Cardigan. His wife raises dogs, wire-haired Dachshunds, and he skis in the winter and raises fruit in the summer, they have a 30-tree hobby orchard in the back yard. He is presently working for the 2010 Census, so he may be knocking on your door. He and his wife travel when they can and even took a cruise through the Panama Canal a couple of years ago and went to the Caribbean last year.

1967Richard Clancy recently got to reminisce with Sally Goodspeed ’73 and Jerry Goodspeed ’69 (pictured below) . . . That’s right! Sally is one of only three girls considered alumnae, as she attended two full years at Cardigan.

1976Peter NashPeter and his family are moving from New England to Guatemala for the next eight months. He will be working to advise Latin American companies on current technology trends and opportunities in the United States.

Byron Koh was “brilliant and a great writer.” He also remembered helping to design and build a sailboat that they were able to sail on the lake.

1953John (“Jack”) McEwanWrote to us fondly about the years he spent at CMS between 1950 and 1953. He said that he doesn’t often admit it, but he was strongly influenced by Norm Wakely, Don Stowe, “Mr.” Heagy, Clancy the cook, and even the headmaster then, Mr. Clark. It was a great three years. He finished high school at Barlow School in New York, a coed boarding school that went bankrupt after he left. He then went to Middlebury in Vermont. After his freshman year, he took a year off and worked on pipeline construction in California, then came back and graduated with a BA in economics in 1961. …The next five years he spent in the Army Corps of Engineers. He went to Vietnam for a year and then returned to Ft. Benning, Ga., where he learned to fly Caribous, and participated in the 11th Air Assault exercises, which led to the formation of the 1st Air Calvary Division. He then helped ferry Caribous across the Pacific to Vietnam for the 1st Air Cavalry Division. He left the Army with the rank of Captain in 1966. He began flying for Pan American because he still had the “travel bug.” They sent him to Hong Kong for two years, flying R&R flights in and out of, you guessed it, Vietnam. Then he was based in West Berlin for nine years, “learned to spriche

1952David CheeverDavid and a friend visited campus in early April. David has three children: two boys, both teachers, and a daughter who is in business. The family lived in Colorado for a while but have been living in Hawaii now for many years. David was at one time a high-ranking official at Bank of Hawaii and then started his own marketing company. The company grew fairly large, but as he is working on retirement, he has trimmed the business significantly, maintaining only a few of his top clients. (He had promised to help pay his grandchildren’s tuition to attend Punahou School, which is why he is still working at all!) David’s Cardigan memories include having to write a letter home to parents every Sunday; they had to show the addressed envelope to gain entrance to Sunday dinner. (The School started getting phone calls from parents asking why they were getting so many empty envelopes from their sons!) He remembers there being horses here and riding on all the back roads and trails. He also remembers having pigs that Clancy would slaughter in the basement of the original school building on Canaan Street. The boys were allowed to watch the butchering but not the kill. He said his classmate

David Cheever ’52 (left), with a friend (center) and Coach Marrion.


1983John (“Scooter”) NolanJohn and his wife, Dreamchaser, live in Post Mills, Vt., with their two dogs, Tug and Isabella. For the past 10 years, John has been with M2S, Inc., in West Lebanon, N.H., creating 3D surgical planning software from CT and MRI scans. John was on campus during the Alumni Hockey Game this February and says that he enjoyed being able to skate quietly alone out on the ice before others began to arrive. He and his father, Jordan, who joined him for the day, ran into Steff McCusker and were invited to the dining hall for brunch where he got to catch up with his old math teacher, Mr. Ramos. After brunch he was treated to a tour of his old dorm, Stowell House, and was able to see his room, now renovated by the young men who live there. They then returned to the rink, where he joined the informal pick-up hockey scene and got to meet many of the recent CMS graduates. It was the first time in nearly 30 years that he had set foot on campus, and he truly enjoyed the day, reliving many fond memories. He sends his best regards to everyone. He can be reached at [email protected].

1986Nat EvartsNat recently had his first visit back in quite a while! He is working in finance in Boston. He and his wife, Bree, got married in 2004 and have two girls: Wheatley (3) and Margaux (1). He says it was a real treat being back on campus. He and Wheatley were able to meet up with Headmaster McCusker, take a quick walk through the new buildings, and take a stroll through the chapel. He says it was all very impressive as it always was. He sends his best to all of his fellow Cougars!

1988John Whitesides IIIJohn recently informed us that he and his wife welcomed twins to the family, born November 28. Jane Mae came first, and John IV was born 11 hours later.

1989Ronn BronzettiRonn and his wife, Sara, are relocating from Atlanta to the Boston area this spring to be closer to family. Ronn lived in Atlanta for 10 years, where he had a great time. He would love to hear from his CMS friends!

1990Ryan (“Bubba”) CoulterRyan is living and working in southern New Hampshire, selling baseball and softball equipment at the Nashua Extra Innings location. He is also the varsity baseball coach at Brookline-Hollis High School in N.H. He recently bumped into Ray (’91) and Vidal (’97) Ramos at one of Terry Brooks’s (’89) bars in New York City.

His two children are thrilled with the prospect of adventure and will be enrolled in a bilingual school. His wife, Sandy, is looking forward to having more time to focus on her art and interest in early childhood education.

1979Anthony (“Tony”) CastleAnthony will be racing on 10 roads in 10 states beginning in May 2010. Each of the events will be filmed to produce a reality TV series to air in late fall of 2010 through the spring of 2011. At this time, the Robin Hood Rally will air the reality TV series to 70 million households in 10 episodes of 60 minutes each. The URL for the promo video is: http://stadtedit.com/final.mov When watching the promo, note than Tony is the guy in the red racing suit.

1982Pete HadlockPete recently visited campus this winter with his three sons, Clayton (age 7), Spencer (4), and Quincy (2). They met up with Pete’s old friend/classmate/roommate, Jon Mayer, and his three young boys for a little hockey reunion in Wakely.

Tony Castle’s race car.

John Whitesides III on ice with Manny Fernandez.


2010CMS Auction

The CMS Auction Beach Party really was a BALL, thanks to all the hard work from our parent volunteers and the generosity of everyone who attended and participated.

Auction Chair Christine Kogel writes:

I want to extend a heartfelt “Thank You!” to everyone who contributed to the auction this year. It is wonderful to witness the generosity of students, parents, faculty, staff, alumni, businesses, and friends of Cardigan. The success of this auction relies on your continued support, and the outpouring of exciting donations has demonstrated your commitment to Cardigan. I would also like to thank my auction chairs for all of their help, support, creativity, and hard work.

A chair is only as good as the people who jump on for the exciting ride, and I had awesome people who joined me for a second year. It turns out we are a very well oiled machine!! I would like to thank each and every one of you for helping out wherever and whenever needed. Your efforts helped tremendously, and I hope you had a great time in the process.

www.cardigan.org/auction

Marcelo GalanMarcelo and his wife visited campus this winter; they were in the States because his wife ran the New York City Marathon. It was the first time he had been back on campus since he was a student, and he really enjoyed the visit. He got to see Mr. Ramos and “Coach.” He remembered fondly Joe Collins and recalled being very homesick and having Joe help him through it. As a student he had played varsity soccer, skied at Whaleback, and won the seventh-grade American History Prize. He also remembered former and current faculty members Neil Brier, Bob Low, Bill Barron, and Dudley Clark. Marcelo and his wife told us they had 11-month-old twins. He still competes semi-professionally in horse jumping. He works in the financial sector, and his company leases assets to the government of Mexico.

1991Carter KatchenCarter says he has thoroughly enjoyed all the alumni news, especially hearing some news from his former wrestling coach, William X. Barron. He says that Mr. Barron had a huge impact on his life, and he hopes to get in touch with him at some point. He also says that all is well with him in Arizona; he moved from Prescott into Prescott Valley temporarily, and he will continue to live there indefinitely. He hasn’t been back to CMS since he graduated, but he hopes to one day. He sends his regards to all who may still remember him.

Eric NickulasEric informed us that he retired last year from a 12-year professional hockey career and is currently working for Glacial Energy. He and his wife, Meghan, have three children: Rileigh (7), Carson (5), and Landon (10 months). They currently live on Cape Cod.

1992Gustavo StruckGustavo tells us that, personally, he is doing very well. He is “married to an incredible woman, Diana Ramirez,” and has two children: Gustavo Jr. (Gus) and Paulina, three and two years old, respectively. He continues to work in a corporate law office in Mexico City. He says he has such incredible memories of Cardigan that he has always recommended it.

$200,000.00+ Raised for Cardigan!

1990 continued.


“From the moment my son arrived at Cardigan, I have watched him become an engaged, confident learner, preparing for high school and beyond. I believe so strongly in the values and the enduring academic qualities of a Cardigan education that I want to be certain that future generations of middle school boys will have the advantage of the Cardigan experience that my son has been so fortunate to have.”

What if . . .. . . you could make a donation that would result not only in immediate tax savings but return a payment to you or a loved one?. . . you could transfer personal property to the School, reduce future inheritance and estate taxes, and retain use of the property for the remainder of your lifetime?. . . you could make a gift now that reduces taxes, results in regular payments to the School, and maintains (or increases) what is left for your heirs?

. . . you can.Please contact the Development Office at 603.523.3522 for more information about becoming a member of The Heritage Society by making a planned gift to Cardigan Mountain School.

1994Stephen ApetzStephen says that he has been married for nine years. He and his wife just celebrated the birth of their daughter Elizabeth (right). He’s been working as a chef at the Olive Garden for three years. He’d like to be in touch with classmates and can be reached at 207-692-7144.

Michael Greenleaf Garrison

Greenleaf and his wife Chris recently submitted this photo of their daughter, Avery Sierra, who was born last September.

1995Zach AntonucciZach related that his initial move to Melrose, Mass., was supposed to be temporary, but everything has worked out so well that he and his cousin have been there for almost four years. Interestingly enough, he actually rents from another Cardigan boy, Dan Sullivan ’88, who is also from Melrose.

Richard MalloryRichard graduated from William & Mary Law School last May, took the New York Bar Exam in July, and passed! He and his wife, Sara Beth, who is enrolled in a PhD Special Ed. Program at Columbia University, now live in the Big Apple where Richard is b-u-s-y job hunting. Hopeless romantic that he is, guess how he celebrated his wife’s birthday: (A) by taking her to Paris; (B) by giving her a night at the opera; or (C) by bringing her to Cardigan for the Eaglebrook lacrosse game? If you guessed “C,” you are right. We’re sure the burgers at the cookout afterward tasted every bit as good as a meal in an intimate bistro in Paris—maybe better!

Pablo ZervasPablo was in Peru when he reached out to us and has been trekking Patagonia. Per his father, Brad, Pablo has a blog (Two Scots on a Trot). http://scotsonthetrot.wordpress.com/author/scotsonthetrot/

The Heritage Society

1996Joseph FontanettaAfter he graduated from The Gunnery, Joseph went to Fairfield University and played ice hockey there for two years, then moved to Florida and graduated from the University of Tampa. Seven days after graduation he started working for the Tampa Bay Lightning and spent four and a half years there, and he now works for the Carolina Hurricanes. Joseph still


alumni notesplays hockey two or three times a week, and he would love to come one of these days and play in the alumni game.

1997Freddy MeyerFrom a news article on the New York Islanders’ website we learned the following: “New York Islanders defenseman Freddy Meyer and Hall of Fame Islander forward Bob Nystrom participated in the CancerCare’s Annual Lung Cancer Walk [November 2009]…. ‘Today was a great day to be outside and participate in an event such as this one. Everyone knows someone who is battling or has lost the battle to cancer, and I am happy to be on site today to help raise awareness and lend support for such a great cause,’ Meyer said.”

1999David MadeiraDavid says that after “livin’ the dream” and playing lax for Brown University, from which he graduated two years ago, he is now working with a small start-up called “Empower the Athlete,” which helps high school athletes negotiate the college athletic recruitment process. Among his clients are Sam Funnell ’07.

Bennett SmithBennett is working and living in Pittsburgh. He works in the financial services industry for UBS. He has season’s

tickets to the Penguins and is enjoying watching fellow alumnus Ben Lovejoy play for Pittsburgh. He’s looking to be in touch with Ben, as well as classmate Casey Malen, and Alfred Tower.

2000Jacob O’BrienJacob was named the MVP of the alumni team at the 23rd Annual Cardigan Alumni Hockey Game this winter. Off the ice, Jake is a contractor, working with his father in Wolfeboro, N.H.

2001Ryan CarneyAccording to current faculty member Mr. Auerbach, Ryan is working at NASA with the Constellation Program.

McLean CrossMcLean tells us that he is doing well, finishing up school at South Carolina… “Go Cocks!” He switched his major (after transferring to Carolina) to education and really wants to become a teacher. He is coaching football and wrestling at a local high school and loves it. He says that his time at CMS and Salisbury really made him appreciate everything that everyone at CMS did along the way; of course, he didn’t realize that until he left, but it made him want to give back some way. He hopes that everyone is doing well and would like to keep in touch.

Charlie CullumCharlie says that he has been hired as a Dallas firefighter. Charlie went through a process that began with more than 2,000 applicants, narrowed down to 150 who were tested and interviewed. He is already a certified paramedic.

Tate HaireTate and his wife, Jenny, hosted Dave and Steff for dinner during the McCuskers’ spring trip to Florida (shown above).

Adam PettittAdam says that he is down in Bradenton, Fla., pursuing a career in golf. He only started four and a half years ago, but some of the opportunities he’s had, such as the David Leadbetter Golf Academy at IMG Academies, have allowed him to progress very quickly. He is no longer in a program at IMG but is working with a swing coach and personal trainer so that he can hopefully play on one of the tours down the road.

2002Taylor ChaceTaylor helped to lead the U.S. Olympic Sled Hockey team to a 2010 gold medal. Since the games in Vancouver, he has been making the rounds, appearing on the Today show and meeting with President Obama at the White House. We are hoping that his victory tour includes a stop here on campus!

David Madeira, playing for Brown University Lacrosse.

Taylor on ice.

Joseph Fontanetta, cont.


Cardigan Alums

on the(Right) Track

If you’ve been reading the Chronicle this year, you may have noticed that a few of our alumni have gone on to successful careers in the sport of auto racing:

Michael Marsal ’03 (noted on this page), who races for the Turner Motorsports BMW team;

PJ Chesson ’94 (featured in the fall edition, and pictured above), an Indy Car driver with five rookie titles and three Indie Lights victories; and

Tony Castle ’79, who will be racing his Castle/Sage Porsche (shown below) in the Robin Hood Rally, a reality television series filming this May and airing in the fall of 2010.

Kory FaliteWhen Kory faced another Cougar alum at Dartmouth’s Ledyard Bank Holiday Hockey Tournament, Steve Silva ’03, Steve’s Northeastern Huskies took home the first-place trophy. Although Kory’s team, the Lowell River Hawks, fell short in the championship game, consolation for Kory came in the form of a spot on the All-Tournament Team. Kory was also the subject of a feature article in New England Hockey Journal’s December issue.

Eric ManstofEric says that he is currently finishing up his psychology degree at the University of Oregon. He just switched to psychology from biology. It satisfies his interests in the mind, which he developed after starting a meditation practice four years ago. Through the last four years, he has experimented with different methods of fitness to find the best way to train the human body. Some of these have been CrossFit, Pilates, yoga, Continuum Movement, typical weight training, tai chi, and zhan zhuang. He has spent three to six months practicing all of these. Each one has their merits; right now he is putting in many hours in zhan zhuang, which is the practice of “standing like a tree,” where the practitioner stands calmly and firmly in one place and proceeds to gather a great deal of strength, equal to and surpassing that of any other exercise that he has ever tried.

2003Michael BentwoodCardigan had its Founders’ Day trip to the Sandwich Fair on October 12 (2009), and Michael happened to be volunteering at The Common Man tent to help his mother with a charity fundraiser. He is a senior at UNH, majoring in mechanical engineering,

and he manages a custom motorcycle shop for work. His studies are actually taking him to Australia this summer, and he is looking forward to it!

Sean MannSean is a business major in his senior year at Quinnipiac College in Connecticut. He loves the school and is excited to graduate. Sean went to Proctor after CMS and loved that school too—he said the faculty was amazing. Sean said he plans to come for a visit after his graduation—maybe for Cardigan’s Commencement.

Michael MarsalMichael stopped by campus and saw Mr. Scott on a recent trip to N.H. This was his first visit back to the School since he graduated. He is finishing his last year in college and has become a professional driver for the Turner Motorsports BMW team in the GS class of the Grand Am Continental Tire Challenge series. He divides his time between school and driving, trying to finish that last year of college as he travels 30 weeks of the year.

Steve SilvaSteve and his Northeastern Huskies took home the first-place trophy at Dartmouth’s Ledyard Bank Holiday Hockey Tournament this year.

Michael Marsal in racing gear.


2004Daniel ByingtonDaniel is attending the University of Rochester and has competed nationally with the crew team.

Pendleton King, Jr.Pen says that things are going really well. He learned a lot from his time at Cardigan years ago; he wouldn’t be where he is today if things hadn’t transpired the way they did. He is attending Syracuse.

2005Jonathan ByingtonJonathan is attending the University of Virginia and is in his freshman year.

2006Mark DeeringMark was awarded the The Ronald “Buzzy” Dore Memorial Award from Brewster Academy. This award is presented to the graduate who exemplifies the qualities of their alumni and friends, showing outstanding leadership in the areas of academics, athletics, and extracurricular activities, and who is a friend to all. Mark is now attending Roger Williams College in Bristol, R.I.

Drew PhilieAccording to their website (www.americaeast.com), Drew has been chosen the America East Men’s Lacrosse Fans’ Choice Players of the Year, voted such by fans through the conference’s website. A freshman attack for the UVM Catamounts, Drew holds a fourth-place ranking among America East leaders with 50 points. His 22

points in four league games are tied for second-best, and he folds first for assists with eleven. A two-time America East Rookie of the Week, Philie has earned an impressive 15 goals and five assists in his last three games. He also tied the league’s single-game record with eight assists, and has led UVM to multiple league wins for the first time since 2005. Congratulations, Drew!

Christopher PowersChris graduated from Melrose High School in June and has been reunited with former Cardigan hockey coach Josh LeRoy at Northwood School, where Chris is doing a PG year as he evaluates college options. He reports that he and Mr. LeRoy were talking all about Cardigan and that he never thought he would miss everyone “up there” as much as he does. He sends his regards, especially to his cousin Adam Philie ’10, this year’s school leader.

Daniel ScottAccording to Dudley Clark, Danny is attending Rock Point School in Burlington, Vt. He’s taking extra classes,

including Spanish. He’s involved in the college search process and wants to study sociology.

2007Franklin Boswell-TaylorMitch says that he, Sam Wyskiel ’08, Tim McNair ’08, and classmate Cullen Boyle enjoyed an evening at the headmaster’s residence after Kimball Union Academy’s holiday celebration, the Candlelight Vigil. Franklin performed at the event with “The Concordians,” the school’s mixed-voice choir.

Samuel FunnellSam and Travis Mulvihill celebrated Hanover High School’s state championship in lacrosse last June.

Niko LangloisNiko tells us that he is a freshman at Anna Maria College in Worcester, Mass. He has made the Varsity Lacrosse team, where he is a starting player. He says that, basically, he is just working, going to class, and playing lacrosse, pretty much “living the dream.” He plans on making an appearance on campus soon because he still misses Cardigan and wants to rewind time and go back! Niko also mentioned he was pleased that the fun Eaglebrook rivalry seems as strong as ever, and he hopes the Cougars come out on top in May.

Alexander Machikas Alex tells us that he is enjoying his fifth form (junior) year at Groton School. He was recently voted Most Improved Varsity Football player, as well as being announced as captain of the team for next year.

Drew Philie ’06 plays lacrosse for the University of Vermont.

alumni notes


Travis MulvihillTravis and his parents, Pete and Ellen Mulvihill, and students from Hanover High School in Hanover, N.H., recently returned from Nicaragua, where they had worked to construct block houses for several families that had been living in dilapidated shacks on dirt floors. The group from Hanover worked with an organization called Bridges to Community and helped fund the construction of three houses in Los Lopez, two of which they worked on themselves while there (photos right).

Thomas ThompsonTommy was spotted at a hockey game this winter by Mr. Funnell. Tommy is playing for the Northern Cyclones. He is a senior at Londonderry High School and has been offered a hockey scholarship to Mercyhurst for the fall of 2011. He sends his regards to “anyone who remembers him” up here.

William “Walker” TodescoWalker is living in Wolfeboro, is a senior at Lakeside Academy, and is working in a restaurant. He hopes to go to Colorado or California for college to study business and communication.

Allen J. WeisbergerWe were informed that A.J. was recently selected to volunteer with the Junior Rodeo Committtee of the Houston Livestock Show and Rodeo.

2008Lex DavisLex is thriving at Tabor Academy, according to his mom, who writes that he has found his passion in photography, sailing, and the sea. …Lex was accepted to the School Year Abroad program for his junior year and will live in Zaragossa, Spain, with a wonderful family. His family is thrilled that Lex will be part of the global

village and can’t wait to hear his fluent Spanish when he returns. They are also so grateful for the opportunities that Cardigan afforded him.

Jay GiambarresiJay was selected to the Amesbury High School Chapter of The National Honor Society. Jay’s mom wrote to tell us that he opted for track this spring over baseball, and has done exceptionally well. He qualified for both the Cape Ann League Finals and the State Championships in the 300-meter sprint and was highly encouraged to come back to the team this spring. He has also qualified for States right out of the gate with a qualifiying length in the Long Jump. His new nickname is “Springs.” He is also running sprint races and doing well. “College visits continue,” says his mom, “and that will be our next hurdle!”

Above: Members of the HHS group with residents of Los Lopez, at a completed home (Travis is shown in the center, wearing an orange shirt).

Above left: Peter Mulvihill P’07 working with village children. Above right: A “before” photo from the Mulvihills’ trip to Nicaragua with Hanover High School to replace makeshift buildings with sturdy, block-built homes.

Above: Gavin Bayreuther ’09, and 2008 Cardigan alums Mike Moran, George Welles, and Morgan Mullen, pose on the ice (yes, ice!) at Fenway in December.

Above: Sean de Herder ’08 and Mike Doyle ’08, playing for Choate.


Right: John and Jules with newly arrived

Charles Joseph

Gartner.

William X. Barron “BXB”We had a terrific update from the former faculty member and wrestling coach, announcing his engagement to Victoria Solano Benavides of Quito, Ecuador. A fall 2010 wedding is planned, that will likely be held at the mountainside chapel at the YMCA of the Rockies in Estes Park, Colorado, where Bill proposed to Victoria. Bill would love to share the occasion of his wedding with Cardigan friends, so contact the Development Office if you’d like his address. The couple will settle at the international community of Wasatch Academy in central Utah.

John GartnerJohn was at Dartmouth at the time of his contacting us. Jules, John’s wife, gave birth to a healthy boy, 5 lbs. 15 oz. John says that they named the boy after Julia’s grandfather, Charles, and his brother, Joe. He arrived 12 days ahead of his due date, but everyone is doing well.

Top: Bill Barron and fiancee Victoria Solano Benavides.Bottom: Bill with his dogs.

Former Faculty News

2009Benjamin KingBen received All Class B Western New England Basketball Team Honorable Mention his first year at The Williston Northampton School in Easthampton, Mass. Building on his Cardigan basketball experience as co-captain and the Cougars’ MVP last year, Ben was a starting guard for Williston and the team’s second-highest scorer. Apparently, Ben also led the Wildcats in both rebounds and free-throws, with an 88 percent average.

Jay MobiliaJay will be a counselor-in-training this summer at Camp Coniston. Jay says that he has been looking forward to this since he first started going there. He is very grateful to have this opportunity.

Ji Hwan (“Brian”) RyuBrian told us that he was on the Hotchkiss JV cross-country team this year and did so much better than last year. “Go COUGARS!”

Jordan St. JeanDean of Students Dr. Chuck McCormick ran into Jordan and his family at Belmont Hill. He had just been competing for St. George’s against

the Belmont Hill Varsity in baseball and swung by the Cardigan lax game.

alumni notes

Jordan St. Jean and Dr. McCormick at Belmont Hill recently.


Salem Hockey Reception

Right: Ben Langlois ’08, with trustee and event host Chris Welles P’08.

Far right: Niko Langlois ’07 (right), with a friend.

Upper right: Steff McCusker, Mitch Rodgers ’09, Darlene Pike, Dave McCusker, Sr. GP’09,

’10, Colin ’09 and Cam ’10 McCusker.

Left: Charlie Gallagher ’74 with Dave McCusker ’80.

Center: Assistant Headmaster Jamie Funnell and Brian Mullen P’08

Matthew PeerMatt will be assuming the role of director of student life, effective July 1, 2010, at the Darlington School in Rome, Ga. In his role, he will assist the Upper School director with daily operation of the Upper School, including enforcing discipline, encouraging positive behavior, and cultivating leadership. Peer will live with his wife, Jessica, and their children, Jackson, age 3, and Ella, 11 months, on the Darlington campus. He heads to Darlington from his most-recent stint at Avon Old Farms (Avon, Ct.), where he was named the 2008 Fanning Faculty Award winner.

Adam Krusi-ThomAdam says that he is living and volunteering in Ethiopia for a while, training university professors.

Reverend Harry R. MahoneyHarry recently celebrated the 50th anniversary of his ordination. He told us that the day was fantastic. Harry was totally blown away by it all. He was invited to deliver the children’s Learning Time message and then the adult sermon. This took place at the very same church where 50 years ago he was ordained. He says that he was amazed to see folks representing both the Eaglebrook (EBS) and Cardigan Mountain School (CMS) ministries.

Cardigan’s Own Robbie Barker ’97Faculty member, coach, and Cardigan alumnus Robbie Barker ’97 was named to the University of New Hampshire Head Coach Dick Umile’s “All-Time, All-NH Natives Team” in January. The team was selected by WMUR-TV with the help and guidance of UNH staff and fans.


David Edwardo Jarosiewicz ’12, beloved sonof Ann Marie Jarosiewicz and Sayre Sumner, died suddenly on Saturday, April 10, 2010. He was the brother of Doel ’09 and Will ’11; the grandson of Theresa and the late Joseph “Ziggy” Jarosiewicz, Rick Sumner, and Anne and Ralph Robins; and the nephew of Karen Jarosiewicz, Paul and Adrienne Jarosiewicz, Susan and Walter Chadwick, Alex and Isha Sumner, and Katie Sumner. David is also survived by Brandon Woolkalis and many cousins whom he loved. With a precocious smile, and cherished by all, David was guided by a steady moral compass and was a champion for truth and justice. He had a passion for the outdoors and animals and was an avid, courageous, and talented climber.

David L. Elliot ’61, 64, of Akron, Ohio. David died in August (2009). He was born in Kansas City,

Missouri, and after his years at Cardigan, he attended Buchtel High School and the University of Akron. He served in the U.S. Navy

in Viet Nam. For 25 years, David was

the owner of David Elliot Insurance Agency. He was an active and engaging member of Cardigan’s Alumni Board and volunteered in his own community in a number of ways as well. Among those he leaves behind are his sons, Eric and David; his daughter, Lauralee; his grandson, Caius; and a special friend, Betty McCormick.

Peter Solomon ’62, of Canaan, N.H. Peter died in October (2009). He was raised in Franklin, N.H., and he attended the Forman School in Litchfield, Conn., and River School in East Sandwich, Mass., following his years at Cardigan. Something beckoned him back to this area, as he spent many years being the Fire Warden on Mount Cardigan, in addition to being a representative in the New Hampshire State Legislature. He was most recently appointed a member of the Governor’s Commission on Disability. As Reverend Harry Mahoney writes, “You may think that you never knew Peter Solomon, but perhaps you did see him on campus during special celebrations and homecoming events. He was easy to recognize as he made his way around campus using his white cane.” Peter had been rather ill for some time and was eventually hospitalized. Among those he leaves behind are his siblings, Bayla Weisbart and Joel Solomon, as well as nieces, nephews, and cousins. He was predeceased by his brother, David.

Finn M.W. Caspersen, Sr. P’84, 67, died on September 7, 2009, at a summer home in Rhode Island. Known by his trademark

bow tie and determined, old-school persona, Caspersen was remembered by friends as a colorful, demanding and altruistic businessman. He gave away tens of millions of dollars to charity and non-profit organizations, including Cardigan, and served the School in the role of incorporator. Caspersen graduated with honors from The Peddie School, Brown University in Providence, R.I., and Harvard Law School, and was an officer in the U.S. Coast Guard. In more recent years, he was chief executive of Knickerbocker Management, a private management firm in Florida. He also served as chairman of the Ellis Island Commission, the board of trustees of The Peddie School, the Harvard Law School dean’s advisory board, and he was a trustee emeritus of Brown University.

Jackie Lary, of Canaan, N.H. Jackie came to the School in 1966 as assistant to the treasurer and worked full-time in the Business Office until 1991, after which she continued on a part-time schedule until her full retirement in 1999. Jackie and her husband, Ed, raised their family here in Canaan, with sons Ken ’71 and Kevin ’69 both attending Cardigan. In 2004, the Cardigan Alumni Association named Jackie an “Honorary Alumna” for her outstanding service to the fiscal well-being of the School. Our community enjoyed a visit from Jackie and Ed as recently as this past January

in memoriamOur hearts go out to the families and friends of those within our extended Cardigan family who have recently passed away. In this column, we would like to pay tribute to a student and faculty son, some former Cardigan employees, and a few alumni of the School. If there are others out there of whose recent passing we are unaware, please accept our most sincere apology and heartfelt condolences.


(2010). In an email to his colleagues, following Jackie’s passing, Headmaster McCusker wrote, “I found Jackie and her example to be an inspiration. She battled illness for a long time and never lost her fighting spirit.”

Don Stowe, 82, of South Newbury, N.H. Don was the former assistant headmaster at Cardigan in the early 1950s. Born in Greenfield, Mass., Don graduated from both Concord High School (Concord, Mass.) and the University of Massachusetts. He went on to earn his master’s at Boston University. In addition to his service in the Naval Air Force (following high school, during WWII) and his years at Cardigan, Don spent 23 years in Sudbury, Mass., teaching math and eventually becoming the principal at the middle school there. He later moved to South Newbury (N.H.) and for 10 years was the principal at Sunapee (N.H.) Elementary School. Richard Clancy ’67 writes: “Don was my Godfather. …He was my dad’s loyal friend and fishing buddy for over 40 years. Together they turned an old Model T truck into the original rope tow behind the headmaster’s house. Truthfully, ‘Clancy Mountain’ should be ‘Stowe-Clancy Mountain.’ I fondly remember taking my first run down that hill at age three, standing on the backs of Don’s skis and holding on to his pant legs. …He had a warm and engaging personality and had a passion for outdoor recreation. More important, he loved sharing that passion with young people throughout his lifetime.” Among those Don leaves behind are his wife, Anne; three children, Carol, David, and William; four grandchildren, Brian, Jillian, Erika, and Evan; two sisters, Lois and Constance; and a number of nieces and nephews. He was predeceased by his brother William.

Charles K. “Ken” Capon, 79, of Kittery Point, Maine. Ken was a former Cardigan faculty member (1993-96) and past parent (Trevor Capon ’94), and he passed away in September (2009). According to his obituary, he lived a very active life until his last few days. Born in Boston and raised in Sudbury, Mass., Ken attended Fenn School, Suffield Academy, and Lenox School. After time serving his country, he received an associate’s degree from Boston University and bachelor’s and master’s degrees (the latter in education) from Keene State College. Prior to his higher education, he was a relief lighthouse keeper for the U.S. Coast Guard (during the Korean War). Later he was a lay minister in addition to his principal occupation of both a public and private school teacher around the United States and abroad. During a 14-year hiatus from teaching, he had a real estate and sales stint, and then he returned to teaching—here at Cardigan. Ken devoted much of his free time to philanthropic endeavors, including raising money for the Salvation Army, keeping two miles of roads litter-free with the Adopt-a-Road program, and becoming a member of a number of local organizations. Beloved by many of his students, Ken is described as a “natural counselor” with a great sense of humor. Among those left behind are his wife, Susan Emery, two daughters (Victoria, Abigail), two sons (Trevor and Dana), and three grandchildren.

Mark G. Werden, 44, of Philadelphia, Pa. Mark was a former Cardigan faculty member and later admissions associate as well, employed here on The Point in the late 1980s, and he passed away in December (2009). He was born in Bellows Falls, Vt., and was a graduate of Fall Mountain High School, where he enjoyed drama, choral music, and band, all of which led to his acceptance with “Up with

People” and thus his travels through the United States, Canada, and Europe for the year following his high school graduation. Mark later graduated from Hartwick College with a degree in English and then came to Cardigan. Following his years here, he became the admissions director at Cheshire Academy (Cheshire, Conn.), and then worked as an educational consultant for Helene Reynolds Associates, Inc., in New Jersey. In his most recent years, he opened an antique shop with his partner in Philadelphia, Pa. In 1993, the senior class dedicated the yearbook to Mark; an excerpt from the award’s description reads as follows: “You have enriched our lives with your great sense of humor, your many talents, your charm, and your friendly manner with students. …You’ve made us laugh with your antics with the ‘Grades and Comments’ band, and you’ve made us cry when you sang ‘Ave Maria.’ For all these things and since we think you are cool and a great guy, the Class of 1993 dedicates our yearbook to you.” Among those left behind are Mark’s parents (Herbert and Rose Werden), three sisters (Heidi, Ann, and Mary), a nephew (Jackson), and his partner, Brad Smith.

Edward Givens Goodspeed, 89, a former longtime Cardigan faculty member, as was his late wife, Ann, who passed away about five years ago. The couple began their work on The Point in the mid-1960s. In addition, Ed and Ann were Cardigan past parents of Givens Goodspeed ’67 and Jerry Goodspeed ’69. Their daughter Sally also attended Cardigan in her eighth-grade year. Ed died on New Year’s Day (2010) after a second battle with prostate cancer.


Traditions

Perhaps the best indicator that spring has truly made an early arrival this year on The Point is this year’s official “ice-out” date. One of our beloved Canaan Street Lake neighbors who also happens to be one of the original members of Cardigan’s faculty, Judge Dan Fleetham, has kept records of the “ice-out” date for many, many years. This year, he informed us, the ice was officially deemed “out” on Saturday, March 20—the earliest in recorded history (with records dating back to 1925, in fact)! Our community “Ice-Out Competition” winner was Andy Kebalka ’10, who submitted the only correct guess and who thus received a prize from the headmaster. Congratulations, Andy, and happy spring to one and all!

Canaan Street Lake Ice-Out The Polar Bear Club

opened the 2010 season on the morning of April 26, at 6:15 a.m., with a brisk dip in 43-degree water (Fahrenheit), under a partly cloudy sky. The air temperature was 42 (F), and fortunately the wind was calm. Fifty-two boys, eight faculty members, and two faculty children embarked on the 30-day challenge to take a dip six days a week (Sunday is a sleep-in)—rain, snow, or shine. Myles Beach ’13 was the first Bear in the water this year. Mr. McCusker joined the boys in the swim.

The Polar Bear Club

© Tom Kates 2008

© Tom Kates 2008

© Tom Kates 2008

For more information:603.523.3526

[email protected] www.cardigan.org/summer

June 26 - August 5, 2010 • Canaan, NHSummer Session 2010

robotics • drama • basketball • french • reading • latin • chorus • ceramics • photography • algebra • computers • environmental science • esl • tennis • study skills • painting • forensic science • creative writing • lacrosse • spanish • music •

• Academic review and enrichment classes, arts, athletics, and traditional summer camp activities on a scenic lakeside campus.

• For girls and boys grades 3-9.

• Boarding or day program options.

• Three or six weeks.

Get Ahead,Get Ahead,Go Cardigan!Go Cardigan!

Mounta in Schoo l

The Annual Fund for

CARDIGAN

We make boys our first priority.Please make Cardigan your first priority.

Cardigan first.

WE ARE COMMITTED TO

PREPARING BOYS—IN

MIND, BODY, AND SPIRIT—

FOR RESPONSIBLE AND

MEANINGFUL LIVES.

Make your gift online at www.cardigan.org or contact Andrew Helming at 603.523.3516

Cardigan Mountain School62 Alumni DriveCanaan, NH 03741 www.cardigan.org

In addition to selecting recycled paper for this edition of the Chronicle, Cardigan Mountain School also chose a green-minded partner to print the magazine. Capital Offset Company, Inc. Concord, New Hampshire, is an FSC certified printer, operating on a reuse and reduce philosophy whenever possible. COC operates a green pressroom by printing with vegetable based inks; water based aqueous coating and alcohol replacement chemistry to minimize our use of solvents and the VOC; Volatile Organic Compounds, found in traditional fountain solutions. COC also recycles all make-ready sheets, trim off and waste from our in house saddle stitcher as well corrugated containers, scrap paper and our aluminum plates.

cardigan chronicle spring 2010

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