Alumni Profiles the LP 'Teach-In' Spring 2017

Spring 2017 Vol. 34 The No. 3

Magazine of The Learning Project Elementary School

INSIDE Alumni Profiles The LP 'Teach-In' Spring 2017

3 Headlines from Michael McCord

FEATURES

5 Alumni Profiles 13 Alumni Voices 14 Spring Auction 16 International Women's Day 19 LP Milestones 20 Emily Melia Fund/Report of Camilo's Trip

22 Around The LP LUKE BOELITZ, '02, teaches the first grade about 'cyanotypes' Winter and Spring happenings at The LP! before having children complete their own.

25 Comings & Goings News from Alumni, former faculty, staff, past parents and friends.

COVER PHOTO: Sara Ziel- The LampPost is published EDITOR: inski, '01, teaches the third three times annually by Justin Hajj grade class about the art of The Learning Project CONTRIBUTORS: printmaking. Elementary School. Camilo Chao Mikah Farbo 107 Marlborough St. Katrina Goldsaito Boston, MA 02116-1901 Justin Hajj John Krewson tel: 617.266.8427 Michael McCord fax: 617.266.3543 Karen Torres email: [email protected] DESIGN: Caroline Buttner, Four Feathers Studio.com Javier Amador-Pena, Pluma2.com

2 • | Magazine of The Learning Project Our Learning Project Alumni from MICHAEL MCCORD

There are some remarkable schools in this country ly working in the arts—as visual artists, actors, and abroad that work with broadly disadvantaged film producers, videographers, dancers, musi- students whose life paths they routinely and dra- cians, and writers. Another cluster are in educa- matically change. Most schools, however, cannot tion ranging from pre-school teachers through make quite the same claim because their pupils graduate school professors. Most in education start out comparatively quite advantaged. Privi- seem to have chosen elementary education, but MICHAEL MCCORD lege alters the equation, and this second group of in addition to the college professors, off the top The Learning Project schools—and I include The LP here—needs to be of my head I can think of two graduates who are Headmaster far more modest in claiming credit for the achieve- teaching in high school. Others of our graduates ments of their students and for the subsequent are social workers, lawyers, journalists, architects, accomplishments of their graduates. city planners, engineers, software developers, That said, every school has at least some and consultants. Some are employees of various influence, for better or worse, on the children who non-profits, e.g., museums, social service agencies, attend, and if that is true, then every school bears environmental groups, etc.; and some are in health some responsibility, for better or worse, for the care—as doctors or nurses, research scientists, or outcomes of the education it provides. Personally, physical therapists. Some have entered the trades I know that the schools I attended—and most or construction, or retail or work in ‘the service in- especially my elementary school—profoundly dustry.’ We also have graduates in a wide variety influenced my academic career and the course of of business positions—in banking, investing, pub- my life. lishing, broadcasting, internet commerce, public I frequently hear the same story from other relations, marketing and real estate. Some have people, and, indeed, from many of our LP grad- started their own companies, others work for large uates who often reference the importance of their corporations, some work for small ‘start-ups’ and LP years. There is, of course, a distinct possibility some work independently. We have several who that these graduates are simply humoring me, but have been in the Peace Corps, or the military, or I suspect generally not. The shape shifting mo- are employed in city, state or Federal government; ments that they recall, combined with the thought- at least one graduate is a police officer in a large fulness of their reflection about the importance of city. And I am sure we have graduates who are those moments, give considerable credibility to ‘homemakers,’ raising children, which brings to their positive comments about their LP years. mind that we also have had alumni who, in time, I am clearly biased, but LP graduates are an have become LP parents—two in Kindergarten extraordinary collection of people, and this issue this year, a lovely turn of the wheel. of The LampPost contains several profiles to Years ago, an alumni parent, using a term I illustrate that point. Virtually any of our graduates hadn’t before heard, described the school as being of any age would have made interesting material a ‘sticky’ place, by which he meant, a place that for a profile, but we had to be selective and we people didn’t easily leave or forget. And so it is: decided to focus on graduates in different types children, and parents, often describe enduring of careers and from different eras of the school’s emotional and philosophical attachment to The LP, 44-year history. even after many years away, and perhaps many We now have over 500 Graduates of The miles between their current homes and #107. Learning Project, and uncounted scores of alumni I suppose there are several reasons for the who attended for a year or two. A quick survey of school’s ‘stickiness’—and each having a different what they are doing—at least those old enough to hold for different people. The school’s small size have jobs and to be paying bills—reveals that their and the interpersonal closeness of the community career choices are almost as varied as they are. But is one that graduates talk about the most. Anoth- there are some common threads: er, clearly, are the friendships they established A sizable cluster have worked or are current- here—and this is also true for the parents of our

| Magazine of The Learning Project • 3 graduates. The curriculum is another piece of the seriously committed to academic learning, as school’s stickiness. The continuity of curriculum well as social and emotional learning, and a place over the grades and years means that students of where who you are as a person counts more than many generations have learning experiences in what you know and infinitely more than what you common. Returning graduates sometimes ask: Do have. And, yes, many remember the school as a the first graders still learn phonics from the ‘Mac tad ‘quirky.’ and Tab’ series and do they still ‘do’ Mexico? Do What all of the profiled graduates have in com- the second graders still study Ancient China and mon is this: At one point, each was an LP child the third graders Ancient Rome? Do they have who grew up, graduated, went to a new school, Medieval Day in fourth grade, Greek plays in fifth grew up some more, and eventually became an and Shakespeare in sixth? Do children still do IRS adult making choices about how to spend the sin- projects, ERB’s, Science Fairs and learn cursive? gle lifetime each of them was given as the greatest (The answer to all of these is, “Yes.”) of all gifts. And each, I might add, seems to be And then there are the routines that graduates spending that lifetime in accordance with the idea remember: trips to the BPL, the Esplanade, the so famously expressed by Winston Churchill that, Common, or the particular field trips repeated “We make a living by what we get, but we make a each year in each grade. Certainly the D.C. Trip is life by what we give.” considered the ‘mother of all trips.’ Other recalled routines include: All School Meetings—and the ringing of the chime by sixth graders; Perfor- mance Fests, Lunch Week and Pencil Pals. They sometimes ask, too, if the children still ‘shake out’ (shake hands at dismissal) and if the Headmaster still prohibits hats in school? (Again, the answer to all is, “Yes.”) Our big traditions, most definitely, are another source of the ‘stickiness:’ Halloween and Zoodio, Field Day, the Winter Concert, Stuffed Animal Day, Adventure Trips, Olympics, Mayfest and Graduation—all deeply entrenched even in the minds of our youngest children, and surely not up for discussion. And then there is the emphasis on character, and the values like integrity and responsibility; hard work and perseverance; loyalty and grat- itude; kindness and empathy, which graduates recall as powerful and as ‘fixed points’ in an LP education. Many also remember our value state- ments—or mantras: “It’s okay to make a mistake, but learn from it and make a different one the next time”; or “We’re a school where it’s not okay to say, ‘You can’t play’”; or “There’s a lot you cannot control in life, but you can make choices about your attitude and your effort”; or “Expect the best of yourself (and others) and very often you will get it.” Finally, a certain amount of ‘stickiness’ con- nects to what is elusively referred to as ‘The LP Way’—the manner in which we actually do things. Alumni regularly recall the school as strict and kind; creative and deliberate; serious and zany, non-competitive (dogmatically so!) and yet a place that teaches ‘friendly competition’ where win or lose games and board games, chess especially, are played a lot. They also remember it as a place

4 • | Magazine of The Learning Project Alumni Profiles Alumni BUSINESS by JOHN KREWSON

In early April, the Learning Project had the pleasure of catching up with class of 1980 alumna, Marianne Lancaster. Marianne shared her journey after graduating from The Learning Project, and her experience as president of her self-started company, Lancaster Packaging.

Marianne Lancaster, '80 fondly recalls special events and holidays that The LP celebrates. Halloween, with the fun of Upon graduating from dressing up, coupled with service learning, left The Learning Project, an impact on her that has remained to this day. Marianne spent one year Making events thoughtful, purposeful, and at Boston Latin, but then learning about politics, world issues, and service transferred to the New- opportunities on an everyday basis was what man School, a few blocks made The Learning Project special to Marianne. away from The Learning She is still a fast and firm friend with some of Project, to complete her her classmates from The LP, including Heather high school career. With Forte Ruiz (also class of 1980)! Looking back at a flurry of classes, and her journey to becoming a successful president by incorporating some of her own company, Marianne is thankful for summer courses at Newman, Marianne gradu- the analytical thinking The LP encouraged, and ated from Newman early, and headed to Bentley wishes the school all the very best! University where she graduated with a degree Marianne lives in Hudson, MA, with her in Finance in 1988. husband and son. Returning to the Boston area, she navigated her way through the finance community, but found the atmosphere unwelcoming, and not in line with her passions and career goals. In 1989, Marianne stepped out of the finance world to start a business from her home, selling bags and packaging for electronics using anti-static design. The business took off, and soon became a full-fledged company, operating out of Hudson, Massachusetts. It soon grew in product diversity, offering industrial supplies, custom packaging, and services in management, purchasing, and much more! During the economic crisis of 2008, Lancaster Packaging encountered a drop in sales, and with the rise of labor wage, and other factors, Marianne had to refocus the company. Using analytical skills, and thoughtfulness that she attributes to her Learning Project education, she focused on what her company was doing right, and soon saw growth and numbers rise through her hard work, and determination for success. Lancaster Packaging is now thriving with eighteen employees, and is a multi-million dollar revenue supply management company. Looking back at her time at The LP, Marianne

| Magazine of The Learning Project • 5 FINE ART by JUSTIN HAJJ

A new addition to The Learning Project’s art curric- The movie takes an in-depth look at big-game ulum this year was the incorporation of lessons from hunting and wildlife conservation in Africa. Luke alumni artists. This was an idea brought forth by Sara has spent much of the past two years shooting Zielinski, ’01, and one that LP art teacher, Caroline and editing for this project. The film was acquired Schmidt, welcomed with open arms. In year one of the by CNN and The Orchard, and is slated to hit Alumni Visiting Artist Program, Sara and Luke Boe- theaters in the fall. litz, ‘02, came to work with Learning Project students Although much of his recent career has been in over the course of several days. Their goal was to not the film world, Luke actually began his art career only bring new media to the curriculum, but to inspire (post-graduation from Tufts in 2012) as a still students to pursue art in the future. Their stories follow: photographer with a newspaper in Johannesburg, South Africa, called the Mail and Guardian. There Luke Boelitz, '02, a professional photogra- he spent eight months covering breaking news, pher and filmmaker, began his LP visit by sharing taking portraits, and exploring southern Africa. some of his own photographs with the children Many of Luke’s vibrant and poignant pictures can and then he discussed the history of photogra- be seen at www.lukeboelitz.com. phy—specifically, the cyanotype photographic “When it comes to photography,” Luke says, process. “you really have to shoot a lot. You get a lot of Incorporating meaningful objects they’d bad images for each good one. And you can’t be brought from home, the students arranged small shy. You have to just get over it and put yourself trinkets and plants into abstract compositions on out there.” These elements relate back to Luke’s light sensitive paper. After making an exposure experience at The Learning Project, as well. “Not in the sun, the images were developed in water to only did The LP teach me to be a respectful and create stark blue and white photograms remi- well-mannered person, but it instilled a certain niscent of the early cyanotypes the students had level of confidence to try new things, even if I discussed toward the beginning of the lesson. might fail. I think the school operates with the Work from the first, fifth and sixth grades is now idea that failure isn’t traumatic—it’s part of the on display throughout The Learning Project process.” hallways. Luke is currently living in Brooklyn, New Luke recently returned from the Sundance York, and is looking forward to seeing the public’s Film Festival premiere of a new documentary film, response to Trophy when it’s released this fall. Trophy, on which he was an associate producer.

LUKE BOELITZ teaches an art lesson to LP students.

6 • | Magazine of The Learning Project SARAH ZIELINSKI shares some of her own prints with LP students.

Sara Zielinski, '01, visited last fall and this over the years. Sara also looks back fondly to spring to lead two different art projects with LP her time in art class at The LP with Clara Lieu students. In the fall, she lugged several sacks (now a Visual Artist and Adjunct Professor of potatoes all the way up to the top floor and at the Rhode Island School of Design). She taught children how to transform these normal, remembers how ‘open’ Clara was with the everyday foods into printmaking resources. children, and how LP students didn’t have to Children carved shapes into sliced potatoes, re- do “just one thing.” Clara was always receptive moved the negative space, and used a variety of to children’s new ideas, and absolute perfection colors to create pictures and patterns on paper. was never required. Sara’s work, even to this On Stuffed Animal Day, March 31st, Sara re- day, preserves any ‘mistakes’ made through- turned with her cuddly monkey, Michelle, and out the artistic process. “I like to let the flaws worked with the kindergarten class. She led the show,” says Sara. group in an engaging lesson where the children Sara currently lives in Brooklyn, New York, created a variety of accessories for their stuffed engaging in art every day, and hopes to contin- animals using Play-Doh. Parents later reported ue her newfound relationship with this year’s that the kindergarteners kept up the designing LP students. over the weekend at home, as well! Between her two visits to The Learning Project, Sara traveled to Asia where she served as a resident artist at the Inside Out Museum in Beijing, followed by a residency in Suzhou, near Shanghai, where she explored the concept of “What is a home?” She was thrilled to be in an open studio environment turning a gallery space into a home by constructing furniture, making pottery, creating blankets, rugs, and more. Sara’s artwork over the years has been a blend of various media, and she often uses text in her pieces, which merges her background in writing (she graduated from Barnard with a degree in Creative Writing) with her visual work. Since leaving college, Sara has assisted a curator and art critic, as well as various artists, all while developing her own creative work. Sara’s passion for art began with her mother, Karen Lee Sobol. Sara has fond memories of engaging in unique art projects with Karen, and touring numerous art museums side-by-side

| Magazine of The Learning Project • 7 EDUCATION by JUSTIN HAJJ

Sam Dang, '02, is currently studying to accomplish. This man walked the children to become a special needs teacher for chil- through what it was like to simply get ready in dren with mild to moderate disabilities, and the morning, and this opened up Sam’s eyes to he stopped by The LP this spring to observe what it is like to live with a disability. He didn’t some math classes in action. After observing realize it then, but later in life Sam came to The Learning Project’s ‘workshop method’ understand just how impactful this experience of teaching in full swing, Sam was struck by had been to him and his development. how “different” it truly was compared to his After graduating from The LP, Sam went to own instruction at The LP years ago, as well as Boston Latin School, and then on to the Univer- the pedagogy he has experienced as a student sity of Massachusetts, Amherst, where he ma- teacher and substitute teacher over the past jored in English. Following college, Sam taught several years. life skills for children at a summer program, “These teachers are just amazing,” Sam said. and did a stint at City Year before becoming a “They’re doing a lot of work. In the workshop substitute teacher. Sam hopes to finish his de- model, they might have five or six different gree and become a full-time special education math lessons going on at once. It’s incredible. teacher in the Boston Public Schools. (The LP) has basically eliminated the teacher in Sam currently lives in Allston. He reports the front of the room, and teaching children to that he still sees several of his LP buddies often, be able to manage themselves through tasks is and considers Michael McCord one of his clos- just such an important skill. Plus, the focus on est mentors. each individual is so great.” Sam is working on his capstone project based on engaging visual/kinesthetic learners Cathy (Jones) Keating, '93, and with math manipulatives. He will graduate in Ben Keating, '93, were classmates at The June from Cambridge College, but Sam traces Learning Project from first through sixth grade. his path into education all the way back to the Of Ben, Cathy remembers him being the boy first or second grade at The LP. He recalls when with a whole lot of energy. “He was the type of Michael McCord invited a blind neighbor to kid,” she says, “that would be looking one way, the school to speak to the children, and this and then would dart off in the other direction. left a lasting impression on Sam. The speaker In fact, Michael had a little deal with him that shared what it was like to be blind—about how when Ben was feeling like he needed to move, he could do everything that the children at The the school would allow him to run a couple LP could do, but that things simply took longer laps around the block. The 80’s were a different time, I think!” Of Cathy, Ben recalls that he was never invited to any of her birthday parties, as they were always ‘girls only’! Today, Ben and Cathy are husband and wife. To the best of our knowledge, Cathy and Ben are actually the only married couple who went to school together at The Learning Project. And although they are now both educators living together in Ann Arbor with their two-year-old son, Thomas, their paths were quite distinct. Following their graduation from The LP, Ben went off to Buckingham, Browne & Nichols while Cathy attended the Winsor School. They had little to no contact with each other for about ten years, but when they returned to The Learning Project for their Class Reunion,

8 • | Magazine of The Learning Project they chatted briefly and then reconnected the following year when they were both living in Boston. At the time, Ben was an Intern at The LP and Cathy worked at an education non-profit before attending Teachers College, Columbia University. They married in 2011, and Hannah Richardson, LP ’93, attended as the maid of honor. Alex Keating, LP ’97, Ben’s brother, was the best man. After several years in California, where Cathy taught in Oakland Unified and Ben earned a Master of Fine Arts at UC Irvine, taught English, and worked at an education based non-profit, they moved to Michigan. It was 2012. Cathy taught for several years in De- troit and now works at the University of Michi- gan where she instructs and mentors beginning teachers working in Detroit. Ben is a doctoral candidate in the Joint Program in English and Education at the University of Michigan. His dissertation project examines how student beliefs about linguistic and cultural difference shape classroom discourse. Both Cathy and Ben attribute much of their passion for education to their time at The LP. me babysitting, it was about Wendy finding BEN AND CATHY KEATING Of particular note, Ben recalls the high level of a way to focus on my strengths and to find a with their son, Thomas. kindness and flexibility that he experienced as positive experience for me during that time. a child at the school. One vivid memory that he She had said, ‘I noticed you’re really good with carries is from sixth grade, when he produced kids…do you want to babysit Molly?’ She made a long, independent research report on Rodney it not about my home situation at all, but about King and the police officers involved in the providing me with an opportunity, and it was beating. It was Ben's final project, finished in really special.” Cathy and Wendy formed a June of 1993. He recently found the rough draft special relationship that Cathy has endeavored of the report, which illustrates how he carefully to do for her own students over the years. studied the trials and the riots. Today, Ben is The Learning Project has played an im- grateful that he was allowed the latitude and portant role in Cathy and Ben’s life—from encouragement to write on such an important match-maker to teacher—and, they informed and sensitive topic in the sixth grade. us, it is now seeping into Thomas’ life as well. For Cathy, her journey in education was In fact, they even sing to him the familiar songs driven by the strong sense of community at The that they both sang all those years ago at The Learning Project, the care, as well as the rituals Learning Project. Perhaps some day Cathy, Ben, and traditions that she experienced. Through- and Thomas will join us in a round of “Long out her life as an educator, she has always Time Friends.” worked to incorporate similar moments into her classroom for her own students. However, Cathy believes that her experience with her 5th grade teacher, Wendy Cliggott, is what inspired her the most to work with children. Cathy recalls that her family went through a difficult time while she was in elementary school, and that Wendy stepped in to help her through it. “I didn’t have any supervision after school,” Cathy reflects, “and Wendy knew that, so twice a week she would take me to her house so that I could babysit her daughter and eat dinner with them. I now know that it really wasn’t about

| Magazine of The Learning Project • 9 PERFORMING ARTS by JOHN KREWSON

All the way from San Franciso, Margery Fairchild, the richness of the country, and exploring '88, brought The LP up to speed about her journey wine-making, immersing herself in the cul- after graduating from 107 Marlborough. ture around her. Returning to the states, she moved to Portland, Oregon, to pursue dancing, Margery Fairchild, '88 and began to choreograph her own unique Arriving in Boston and The Learning Project in modern dances, incorporating mixed media. 3rd grade, Margery felt immediately welcomed After performing in an array of different dance and soon began to explore her strengths in sing- companies, Margery moved to San Francisco ing, acting, and dancing. Encouraged by her in 2002 to live closer to family and join in the teachers to pursue her talents, she graduated thriving dance and theatre scene there. In her with a keen interest in dance and performance. first years in San Francisco, Margery took acting During her time at The LP and The Brimmer and improv classes, and produced “Hen, the and May School, Margery expanded her love Musical”, the first of one of her eight original for theatre, dance, and performance with six productions with Dark Porch Theatre, a pro- seasons performing with the Boston Ballet duction company she started and led for eleven Company, including six performances in The years. Currently, Margery is now teaching Nutcracker! After spending her Junior and Se- acting classes, working as a freelance writer and nior years at The Promfret School in Connecti- choreographer, and producing a movie with her cut, Margery decided to head westward and husband entitled, “To No Good End”. attend the University of Montana in Missoula. Recalling her time at The Learning Project, Margery describes her experience there as an Margery attributes several LP faculty and amazing and formative time, as she double-ma- memories to guiding her on her path toward MARGERY FAIRCHILD and her jored in English and Dance Choreography, with becoming a successful, confident, and creatively husband, Kindrid Parker, on a minor in French. Following her time at the expressive artist. Michael Punzak, music direc- the set of their new film, To No university, Margery travelled abroad to France, tor and master of many instruments at The LP, Good End. spending a year in Burgundy, experiencing fostered a love for singing and a musical foun- dation for Margery. Sketch theatre and improv classes with Bob Pflugfelder inspired Margery to pursue theatre, and she was thrilled to star in a performance of “Kids’ Night Out” alongside her classmates. During tumultuous seasons in her time at The Learning Project, Margery remembers the overwhelming care, encouragement, and love The LP community surrounded her with, and the confidence that grew out of her elementary school experience. She is thankful for the incredible amount of support, and investment, that The Learning Project showed her, and for those early teachers who encouraged her to pursue her strengths and talents as a performer. She wishes all the best to The Learning Project, and hopes to return someday to do a workshop with students. Margery is a freelance writer, filmmaker, and choreographer and lives with her husband in San Francisco, California.

10 • | Magazine of The Learning Project SCIENCE by JOHN KREWSON

movement in the body in marine life and fish. Looking back at her time at The Learning Project, Melina relishes the freedom she found to explore individual, intellectual interests, and experiential, hands-on learning outside of text- books. Fourth grade science class, working with a sand and water box at The LP, helped motivate her to continue exploring, researching, and learning about movement, and led her later in life to research all over the globe, including the Great Barrier Reef. Another one of her favorite memories is of staying in from recess to write plays with her 5th grade classmates, which they then performed in front of the entire school! Now, as a parent and board member at the Laboratory Schools at the University of Chicago, she considers The Learning Project as a model school for a progressive, intentional, experiential education. Melina lives in Chicago with her husband, Melina Hale, '82, caught up with The Learning Proj- Mark Westneat, and her two children. ect this March to share her journey after The LP, and some of her fond memories of her former school. Melina Hale, '82 Currently at the University of Chicago, Melina serves as the Vice Provost for Academic Initia- tives and is entering her 15th year at the Univer- sity. Her path to the Department of Organismal Biology and Anatomy at the University started with an interest in animals and the sciences right here in New England. During her middle and high school years at the Winsor School in Boston, Melina served at the Museum of Science’s Live Animal Care Center through high school, spark- ing an interest in the fields of science, biomechanics, and animal behavior. Pursuing these interests led her to major in those fields from Duke University, and her subsequent studies included traveling to Madagascar to observe lemur families and their interactions with their environments! Turning her research from lemurs to marine life, Melina continued her education at the University of Chi- cago, completing her Ph.D. in Biomechanics, and a Post Doctorate at SUNY Stonybrook in Neu- robiology. She has focused her research around the relationship between movement in the brain and responses in the nervous system to control

| Magazine of The Learning Project • 11 doing temp work at Keurig until he finally acquired a position as an Analyst for the Dublin-based Anglo FINANCE Irish Bank in Boston. Garrett handled loan work- outs for them for about a year, but was soon able to by JUSTIN HAJJ transition to the investment side of the real estate business, which was more aligned with his aspi- rations. Since 2011, Garrett has held three different Garrett Hatton, '99 roles in real estate, including his current position at For those of you who may not know, the “Scooper Alcion where he is thrilled to engage in the business Bowl” is a three-day ice cream festival that occurs in a creative way, with a group of wonderful people on City Hall Plaza each June in order to raise around him. money for charity. Now part of rich LP lore, stu- As one of four Hatton children (Jennifer, ’97, dents used to go to the Scooper Bowl as a field trip Garrett, ‘99, Nicole, ’04, and Jim, ’08) who have throughout the 1990’s…something that today’s LP passed through The Learning Project, and with students, I imagine, wish was a continued tradition! parents who have both served on the Board of Garrett Hatton, '99, recalls these field trips with Trustees, Garrett is more ensconced in LP life and vivid memory, not only because of the unlimited culture than many. However, his affinity for the ice cream, but because there was, in fact, one year school, and his connection to his former classmates, when he was not allowed to go! Something Garrett he believes, is not unique. “It has always been such will never forget is when he and his LP classmates a tight-knit community,” says Garrett. “LP kids are engaged in an art supply fight and made a tremen- taught to be independent thinkers, but there is a lot dous mess. The consequence? No ice cream. of collaboration going on, and the level of diversity While Garrett was devastated as a child, he and inclusivity is really great. I grew close to all thinks back on this moment as something that he types of people, and I’m still in contact with many treasures about The Learning Project. “Michael of them to this day.” Garrett recalls when Damien, a and The LP staff really teach kids to do the right classmate of his in 4th grade moved to Madrid, and thing,” he says. “Instances like that helped me to it was an emotional time for the class. However, build a great skill set for life. It’s not just about basic three years later, when Garrett traveled to Spain on academic knowledge at The LP; it’s equally about a trip with the Belmont Hill School where Garrett those core virtues. We were taught what was right attended middle and high school, he made a point and what was wrong, and I wouldn’t be successful to visit with Damien, and even stayed with him and happy in my career now without that founda- for a night. “We built some really close friendships tion.” while at The LP, and I love catching up with my Today, Garrett is a Senior Associate for Alcion old classmates whenever I run into them in Boston. Ventures in Boston—a real estate private equity I think those relationships really make the school firm that executes a thesis-driven investment strate- special.” gy in seven major North American markets. As part Garrett was married to his wife, Sarah, in 2015, of a nine-person investment team, Garrett tackles a and they currently live in downtown Boston. Gar- variety of tasks, including market research, acquisi- rett’s close friend and LP classmate, Zack Hardoon, tions, dispositions, and asset management. Alcion ’99, attended their wedding. specializes in buying and renovating often outdated commercial buildings, and transforms them into creative, collaborative spaces more appealing to today’s market. Garrett’s path into real estate investment wasn’t an easy one. He attended Colby College where he played football, majored in History, minored in Ad- ministrative Science, and graduated in 2009; right in the midst of what many refer to as the worst financial crisis since the Great Depression. Through- out his college career, Garrett decided he wanted to pursue a future in real estate, similar to what his mother, Jill, had done before him, and he pressed on despite the state of the financial world. Landing a job proved to be a challenge, and Gar- rett spent his first year interning in real estate and

12 • | Magazine of The Learning Project ALUMNI VOICES

The following acrostic poem was written by The poem below was written in 1998 by Ethan Pond, ’10, and shared via Facebook Danielle Hardoon, '96, and was shared in March. in our Learning Project 25th Anniversary Directory Booklet. That we gather here together, in joyful hearts and mind; Has long been a testament to the way The LP's been defined. L.P. MEMORIES Even though you may have reservations, this you can get behind. It seems like just yesterday Learning is a patient process, so trust it to 107 Marlborough Street. I was holding a branch of May, Exactly what makes The LP special is that the Project is the treat. Now I’m trekking around on new school grounds, And when each parent says to me, "I just want my kids complete," Lugging a backpack weighing 50 pounds, Responding I will no doubt say, "Your kids are in the driver’s seat." I miss morning meeting, Kids' Night Out, Not without The LP's steadfastness, resourcefulness and care; And the trip to D.C., I miss Mayfest, recess, I would not be where I am in life without my teachers there. And the soft pink Magnolia tree, Neither would the teachers be the way they are in mass; I miss the All School Olympic games, Growing with their students, a rarefied consistency and class. And knowing everybody’s names, Sports on the Common was pretty cool, Presiding over LP is a man trustworthy with every student’s needs; So was rolling out of bed and sprinting to school, Respecting and trusting it's a process mindset & courage, he leads. I’ll come by and visit, On to itself, The LP will produce what it requires to plant the seeds; To remember and say “hi”, Just to see the finished product a confident student who succeeds. Strike up a conversation, Each student works in progress with pride in skills that can exceed. With the man in the bow tie, Character, charity & The LP’ing hands are LP virtues that we heed, I miss that little building on Marlborough Street, That the 'music' they make together, with our belief be guaranteed. Another place like L.P. is impossible to find, A school filled with stars, sunshines, and rainbows, Every success that you as parents would like for your kids to grow; Preparing to join all human kind. Look no further; you will find it at the steps of 107 Marlborough. Each time I return, the school has changed and gotten better; Managing new school dialogue, but still acting as a table-setter. Even with the ever expanding web of what new has been created; Never has The Learning Project ever wavered, or abated. That we raise our voices o'er our distant souls to bind; As with the strength in academics, or social steps into the grind; Raising our hands in solidarity, our hearts and minds aligned; Yet The LP is still more than that; an example for being kind.

Second to none, their dedication, their positivity, goals and means; Convenient a location in Boston, from kindergartners to teens! Having a school that can do so much for their 'rising stars' to shine, One thing every parent should love, is it's just like a fine wine! One last aspect you should love; community, with qualities abuzz, Learning proud; no one puts it together quite the way The LP does.

| Magazine of The Learning Project • 13 The LP Auction

This year’s LP Auction, led by third grade never giving up until she has reached a level that fist parent, Chris Kandus-Fisher, was based on the her standards for herself. She’s been an accomplished “Black and White, with A Splash of Red” theme. swimmer for many years. She’s on Winsor’s club Attendees had a great time interpreting this in volleyball team, and is a member of their very first various ways through clothing and accessories, varsity volleyball team. She’s on the curling team, and and the night featured décor and a wine wall made it to the finals this past year. She’s part of the that matched the chromatic theme. It was a Model UN with children and teens from around the highly successful evening on all accounts, and world. She’s the Head of the Winsor Flamenco Club, the most profitable Auction to date for The LP, she’s the Head of SOMOS, Winsor’s Latina affinity thanks to the tremendous generosity of our won- group, she’s a tour guide at the school, and also a host derful community. Much credit is also due to this for new families. And if that wasn’t enough, she’s also year’s guest speaker for the Paddle Raise event, an award-winning scholar, and, if I do say so myself, Karen Torres, ’13. Money from the Paddle Raise an incredible person to be around. So please join me in is being directed toward financial aid scholar- welcoming Karen Torres.” ships, and Karen spoke to how her experiences, Karen then stepped up to the podium and and the scholarship she received during her time delivered the following speech, resulting in a with us at The LP, impacted her life. flourish of raised paddles, yielding a sum of over When the idea to have Karen speak was first $65,000 toward LP Scholarships; a new Paddle pitched to Flor, Karen’s mom, Flor said, “You Raise record by a mile. know what, we don’t hide these things. We talk to our children about them. We talk to commu- Good evening, nity members, and prospective families about I would like to thank Mr. Hajj for inviting me financial aid at The Learning Project because we to speak today. My name is Karen Torres and I am are so grateful to this school for everything they a Learning Project alumna from the class of 2013. I have provided for our family. I’m sure Karen am 16, attend the Winsor School, and The Learning would love to do this.” And, not surprisingly, Project has been part of my family’s life for many just a few days later, Karen had accepted our years. The school’s teachers and student body have invitation, and was ready to get started on her taught me so much and have helped shape me into speech. And that’s the type of person Karen is. the person I am today. The Learning Project left At the Auction, Justin Hajj, Karen’s former 6th me prepared for the academic rigor at Winsor and grade teacher, remarked that she is one of the taught me the importance of expressing my opinions hardest working students he has ever taught in and beliefs with others. The school left me with a his life. She has now gone on to study at Winsor, love for learning and for that I am eternally grateful. and she hasn’t slowed down. Justin shared just Leaving The Learning Project when I graduated some of Karen’s many activities and accomplish- was difficult because of how big a part of my life ments: the school had become. I was leaving my classmates “When I sat down with her last week to talk who, over six years, had taught me that friendship is about this speech tonight, she had just flown in from invaluable, that our differences make us each special, a softball tournament in Florida, having arrived at and that everyone learns at a different level and 1:00am the night before. And when she told me about speed. I was leaving the teachers who had taught me the tournament, and this is quintessentially Karen, and cared for me. I was leaving the school and the she said, 'It was really great. The best part was that people whom I had grown to love so much. we were playing against girls who were much better The Learning Project granted me one of the best than us, so we learned a lot.' gifts I have ever received; my scholarship. The scholar- She didn’t say that they won. She didn’t say that ship allowed my family to afford the stellar Learning JUSTIN HAJJ AND KAREN she lost. ‘We learned a lot.’ Project education that has helped me become who I am TORRES at Karen's 6th Grade Ever since I’ve known Karen, she has always today. Each day, I grew as an individual, a friend, and Graduation. looked for every opportunity to challenge herself, as a learner. My scholarship allowed me to attend a

14 • | Magazine of The Learning Project school where I encountered many amazing people; to this day, these people inspire me and have taught me to be kind, resilient, and open-minded. The LP opened up a path for many opportunities, some that I could have never imagined. Even after graduation, I frequently return to and am still actively involved in the school. The school remains a large part of my life as it continues to teach me new and different things. I have so many irreplaceable memories in the school and so many experiences that emotionally and academically prepared me for the difficult journey that is high school. One of these experiences was learning to read in first grade, in Ms. Brinkley’s classroom. After school, I would go home and cry because I was struggling to read chapter books. I remember thinking that I would never be able to read, but I was wrong. The Learning Project and Ms. Brinkley never gave up on me, and soon enough, I was reading chapter books. Now, 8 years later, whenever I feel defeated or like I should just quit or give up, I think back to that moment in first grade. The school taught me that even when something is really difficult, I can still accomplish it. The experience and the support that The LP gives you stays with you for your entire life. During my time at The LP, I established an enduring bond with this school that would not have been possible without my scholarship. The scholarship changed my life, and I know that future scholarships have the potential to change the lives of many others. With your help, other kids like me will get the chance to benefit from this amazing community, experience the school’s unique traditions, and establish lasting bonds with classmates and staff alike. The traditions include Trick-or-Treat for UNICEF, The LP Olym- pics, the sixth grade trip to Washington D.C., and many others. These traditions not only made my six years here even more memorable, but they also taught me the importance of generosity, teamwork, and ad- vocacy. Every single teacher I had during my time at The LP had a profound impact on me; each one taught me something different. In particular, I would like to thank one of my personal role models, Mr. McCord, for his years of dedication to the school, its students, and this scholarship program. Scholarships have given, and will continue to give, so many children the opportunity to be surrounded by such intelligent, caring mentors. Your generosity tonight will allow this diverse community to continue to thrive and will allow kids from different backgrounds to experience LP traditions and establish irreplaceable bonds with others that they would not find anywhere else. Thank you all for your generosity and I hope you enjoy the rest of your evening.

| Magazine of The Learning Project • 15 INTERNATIONAL WOMEN’S DAY ‘TEACH-IN’ AT THE LP by MIKAH FARBO

Dismissal on Wednesday, March 8th, looked from our increasing awareness surrounding the and felt different than usual, and not only lack of language our students had to help them because it was unexpectedly warm and sunny. recognize, name, and confront these everyday The students of The Learning Project didn’t challenges. The consequence of not giving chil- just trudge down the stairs silently, pondering dren the language to talk about the disparities their homework for the evening. Instead, they that they notice, experience, and learn about, marched out of their classrooms, some chant- would be to tacitly help perpetuate inequality. ing, and all holding miniature picket signs that As Lizzie Barcay so aptly stated, “I think it’s illustrated or stated something they learned incredibly important that we are acknowledging during the day that they wanted to share with the many, intersecting forms of injustice that the community. Energized by a day full of exist in the world, and giving our students the learning and discussion, the children had begun language to talk about them. Pretending that to understand, or expanded their understanding issues of inequality don’t exist does not protect of, the larger societal forces at work around the our children from them--but actively providing injustices they witness or experience. The day our children with information empowers them, was about instilling in our students not only a resonating with their deep sense of what is fair better understanding of women’s oppression, and right, to work towards making change.” but also an increased sense of autonomy and Kindergarteners learned information that competence surrounding what an LP student, empowered them—they discussed gender Boston community member, and citizen of the stereotypes and the negative effects of those world can do to effect change for all people. stereotypes on both girls and boys. After exam- The Learning Project held its first ever ining how segregated toy and clothing sections “teach-in” for International Women’s Day. are in stores, the students wrote a sentence Together, Martha Cesarz, Lizzie Barcay, and about something they liked and drew a picture I planned a day full of empowering, stereo- to prove that anyone can like anything. By inter- A THIRD GRADER shares type-defying lessons and discussions centered cepting the harmful thoughts that only boys can his picket sign, which states around women’s equality. To begin the day, like “boy” things and only girls can like “girl” 'Equal Pay for Equal Work.' the entire school gathered in the Ballroom and things, kindergartners are at a point where they watched a TED Talk by Yassmin Abdel-Magied, can move beyond preserving these stereotypes, entitled, What Does My Headscarf Mean to You? and instead begin to challenge them and break Throughout her talk, Abdel-Magied disman- them down. tles the assumptions about what women with Much like the kindergarteners broke free headscarves are “supposed to be like.” She from feeling confined to particular sections challenges viewers’ unconscious stereotypes in stores based on their gender, first graders by uncovering, one by one, her multi-faceted began to break free from harmful words used to and layered interests. Students returned to their describe girls and women. Focusing on “bossy” classrooms eager to discuss their understanding in particular, first graders learned how words of how important it is to look beyond someone’s describing the same behavior in boys and girls, appearance, as well as how detrimental it is just and men and women, carry drastically different to look at someone from the outside and make implications. Learning about the unfairness judgments about what they can or cannot do. between how women and girls are perceived While some of the motivation for marking and described in comparison to boys and this important day was drawn from from “A men allows students to work towards making Day Without a Woman,” a demonstration change; if that particular class doesn’t use the organized by the leaders of the Women’s March word “bossy” to describe girls and women who on Washington, much of the motivation came are strong leaders, they will adopt kinder and

16 • | Magazine of The Learning Project KINDERGARTEN students march out of school at the end of the day with their picket signs held high.

| Magazine of The Learning Project • 17 ply because of their gender, and the fifth graders will undoubtedly use this new awareness, going forward, to make others’ biases about working women apparent so that they can be challenged and changed. The sixth graders decided to be more critical of advertisements, music, and TV shows they watch after viewing multiple types of media that portrayed women in stereotypical and devaluing ways. As we briefly discussed objec- tification, students began to understand how problematic it is to portray women in this way; they expressed their sense that women should be treated as more than just objects for people to look at, and should instead be encouraged JULIANA BRINKLEY reads more positive words to describe that same to pursue their hopes and dreams, and to be aloud a story that illustrates behavior. Other classes may notice this shift in viewed for their character and accomplish- gender bias. language and follow suit. Systemic change must ments. As they learned new vocabulary, our start with a few, and first grade is well equipped students were learning how to articulate why to lead the way when it comes to stereotypical these portrayals of women had already caused word choice. them discomfort. Even more importantly, they Both second and third graders were chal- began to become more comfortable explaining lenged to change their community and world these feelings to others, and standing up against after learning about parts of women’s history harmful media messages. that, unfortunately, are not confined to history. Through the day’s conversations, students The second graders were surprised to learn that learned how they can confront stereotypes women earn less than men on average, and that about girls and women in pursuit of a better they historically had less access to education world for everyone. The concepts, topics, and than men did. Discussing women’s suffrage in media that these elementary students are now third grade led the students to think about the able to identify as problematic and stereotypical many rights we still need to fight for in order to are things I began to struggle with as a teenager, achieve true equality. Without the context about and wasn’t able to articulate until college. Inter- the history of women’s suffrage, the wage gap, national Women’s Day comes only once a year, or education access, students might not know but these lessons will reverberate through our that these problems did and do exist. As they curricula as well as our students’ everyday lives. participated in activities that exposed these By giving our young students the tools they differences, children were able to look at the need to notice, confront, and change mispercep- world around them and begin to see how they tions, assumptions, and inequalities related to can work to influence it. gender, we are taking active steps toward foster- The upper grades—fourth, fifth, and sixth ing equality in our world for the future. —used their personal experiences in sports and extracurricular activities to discuss the unequal treatment of women in society. After their discussion, the students generated ideas about how to have their voices heard in order to advocate on behalf of girls and women everywhere. Fourth graders learned about Title IX, and then analyzed where the benefits of the legislation are noticeable at The LP. Fifth graders discussed the double-bind women face in careers and politics. Their perceptions of working women were challenged and transformed throughout the day, and they left their classroom passionate about working to change this problem. They don’t want girls and women to feel like they cannot do something, or have to act a certain way, sim-

18 • | Magazine of The Learning Project LP MILESTONES

LIZZIE BARCAY SUZANNE GARCIA Third Grade Head Teacher Science Teacher and After School 5 years at The LP Teacher 10 years at The LP Lizzie started at The Learning Project in 2011 as a Teacher Intern, Arriving at the school in 2006, and spent two years in that Suzanne brought her lifelong love position before completing her of science and teaching to the top Master’s in Education at Harvard floor of The Learning Project. As University in 2014. Returning to a 'subject teacher,' Suzanne sees The Learning Project the following school year, Lizzie brought her all 118 students each week, and works through a full yearly cur- passion, talent, and love for teaching and education as the new Third riculum for each grade level. From hands-on experiments, science Grade Head Teacher! Now in her fifth year at the school, Lizzie is an fairs, independent research, and even caring for two resident geckos, accomplished and dynamic educator, inspiring her love for poetry, there is never a dull moment in Suzanne’s classroom! Suzanne is a writing, and learning in the hearts and minds of all her students. knowledgeable and dedicated teacher. She volunteers even more Lizzie has spearheaded many new projects at The LP during her time of her time during the spring months to run a Science Club after here, including an “International Womens Day” celebration this past school, letting students experience even more science and learning March, and writing a wonderful curriculum for “The Thoughtful and each week! This year, Suzanne has implemented a brand new coding Ethical Use of Technology." Lizzie says her favorite part of working at curriculum that is teaching students hands-on computer science with The LP is how everything is interconnected in this perfect sympho- block-based programming. One of Suzanne’s favorite parts about ny of a school. Our mission is to work as a school community to teaching at The LP is being part of a community of amazing people. raise deeply good people. Our teachers and staff are extraordinarily The talent and intelligence that is brought to every decision, large committed to the work that we do and the children we teach—and to and small, makes it a place that, to borrow from Jack Nicholson, helping one another. "Makes me want to be a better man".

JUSTIN HAJJ JULIANA BRINKLEY Director of of Advancement and First Grade Head Teacher Assistant Director of Academics 15 years at The LP 5 years at The LP Our warmest congratulations to Justin joined The LP in 2012, as the Juliana Brinkley who is complet- Sixth Grade Head Teacher, and ing fifteen years of teaching at brought his skill and background The Learning Project! Juliana ar- in teaching and technology im- rived at The LP in 2001, and has mediately to play. Justin’s creative been a shining light of warmth, and thoughtful use of technology in the classroom helped drive a kindness, and knowledge in the First Grade classroom ever since. school-wide implementation of iPads in classrooms, and cloud-shar- As the First Grade teacher, Juliana has shaped and educated doz- ing among teachers and students. After three excellent, innovative ens of wonderful classes in their first year at 107 Marlborough, and years of teaching in Sixth Grade, Justin accepted an administrative is a source of leadership and mentorship for many teachers and position as the Director of External Relations at The LP, using his staff at The LP. During her time with us, Juliana has introduced energy and talents to help with the school’s Annual Fund, and other many traditions and special celebrations in First Grade, including campaigns. This year, Justin’s responsibilities have expanded. As the “Summer in the Winter Day”, a Mexican Market Fiesta day, and a Director of Advancement and Assistant Director of Academics, he special stuffed animal bear who travels home with students on the had an impact in training and advising Interns in an academic lead- weekend! The LP is so thankful for Juliana’s expertise in teach- ership role. When asked about working at The LP, Justin responded ing, and her kind, patient, and cheerful attitude each and every that although there are many parts he enjoys, the traditions are his day. One of Juliana’s favorite things about The LP is the sense of favorite. Every year, there is so much excitement around Halloween, warmth that greets you as you enter the building, and the strong the Book Fair, Stuffed Animal Day, Mayfest, Graduation, and more... community of students, parents, colleagues, and families that and he is thankful to be included in these moments that unite LP make The LP such an amazing and unique place to teach at! children, parents, and staff in meaningful and creative ways.

| Magazine of The Learning Project • 19 The following call for submissions was included in our Winter edition of The LampPost. However, the deadline has been extended! Please see more details below: Emily Melia Travel Fund by KATRINA GOLDSAITO

When we lost Emily six years ago, her family chose to help someone in financial need. Travel must to return to The Learning Project to celebrate her life. be completed within one year of award. The memorial service was at the “graduation” church, We ask applicants to write an essay (or make and afterwards, 90 family members and friends a video or song or work of visual art with text gathered in the ballroom—and classrooms—to share description) that lets us know why this moment a meal and memories. They asked that memorial gifts in your life is the time when you or your family be directed to the Emily Melia Travel Fund. Gifts to most need to travel. Maybe it’s been a hard year. this fund are still welcome, and another grant will be Maybe you’ve been sad a lot. Maybe you haven’t made this summer. Emily’s sister, Katrina, explains had the means to travel. We want to know why the fund and invites applications below: you need to get out of dodge and we want to Emily Melia Grigg-Saito, Class of '94, always know what is preventing you from traveling. We had a travel fund. No matter how little money want to know where you want to go. Your desti- she had, she would always squeeze a little out nation can be local or international. It could be a for travel back to Tokyo (where she lived for visit to see family, it could be a visit to see the Taj years) or to explore new places: Cambodia, Mahal. We ask that you send us a postcard. And Croatia, China, Hong Kong, France, Iceland, The after your trip that you send us a letter to Emily Dominican Republic, Thailand, Denmark, Can- about your trip, sharing some of your favorite ada, Singapore…were there others? We wish we experiences and some photos. could ask her. Emily died by suicide on February 13, 2011. We have established the Emily Melia Deadline: June 30th, 2017 Travel Fund in her honor, and it will stretch for the next four years. Submissions should be emailed to Katrina at Emily was rinsed clean by travel. When she [email protected]. felt the most terrible, the most depressed, she would hop on a plane and arrive in a new place. She’d taste new flavors, meet new people and take in the architecture of a new city (she loved cities) and come home renewed. We think often of the places she’ll never get to go. The Emily Melia Travel Fund is a chance for an LP alumnus/a of color to travel to a place that rejuvenates them. It should include at least one fantastic meal. Emily loved to eat. Too, she would tell you to buy something nice for yourself and maybe get a massage. But mostly she would tell you to soak it all in, to take pictures, to observe, to notice. The Fund covers up to $1100 of travel and can be used for an LP alumna/us and/or their children. Emily struggled financially for much of her adult life, so to honor her memory we want

20 • | Magazine of The Learning Project was astonishing. The city was meticulous- ly planned out, magnificently constructed, and the beauty of the surrounding jungles and mountains was incredible. To conclude our trip, we returned to Lima, where we spent time talking to the local people and enjoying their culture’s delicious foods. We actually got invited to a local soccer game and decided to go on a whim. It was an experience that I’ll never forget. We were surrounded by the nicest of people who welcomed us in with such hospitality, shared their stories with us, and were just so friendly. Coming from New York where it is easy to become wrapped up in the minutiae of your own life, it was refreshing to be in a culture where connecting with others is a priority, and making new friends is a valuable way to pass the time. Being on this journey, even for a brief two-week period, provided me with a larger perspective on life, and one that I’m eternally grateful for.

Camilo Chao, '99, is the first recipient of a existence. I was also struck by just how CAMILO CHAO spends time meeting and grant from the Emily Melia Travel Fund. advanced (compared to ours) these civili- learning from people on his way to Las Originally, Camilo planned to use his award zations actually were. The Inca had many Salinas de Maras. to spend a month backpacking through South systems in place that can be considered America. However, as fate would have it, he just as modern as ones we have today. For was offered his first job as director of photog- example, they had naturally refrigerated raphy on a TV show, so he had to improvise. food storage locations between towns Instead, Camilo went on a two-week trip with in case of earthquakes and other natural a good friend to Machu Picchu and the sur- disasters, which acted as an early version rounding areas. The following is an account of of what we know as FEMA today. They his travels: had agricultural laboratories where they would perfect the quality of their crops, My trip to Machu Picchu turned out to which helped them cultivate over 4,000 be absolutely perfect. Two weeks was an varieties of potatoes. We in today’s society ideal length of time to escape the grind can sometimes put ourselves on a pedestal of everyday life in New York City, and to for how modern and advanced we are and take in South American culture. It was an it was humbling to see that some things incredible experience. we take credit for have been around for I first arrived in Lima, Peru, and then centuries. traveled to Cuzco and spent some time Following the Sacred Valley, my friend exploring the Sacred Valley. The pictur- and I traveled to the town of Agua Calien- esque beauty was just astounding. In the tes, and then on to the ancient city of Ma- ‘concrete jungle’ of city life, it’s so easy to chu Picchu. Truly, it was one of the most lose touch with Mother Earth. We forget beautiful things I’ve ever seen. Simply to that we’re part of something bigger, and witness what the Inca people were able to that nature, the Earth, is essential to our construct high atop the peaks of the Andes

| Magazine of The Learning Project • 21 WINTER

1. Third Graders spend time skating with their Pencil Pals! 2. LP students admire Ms. Garcia's figure skating skills. 3. Brothers skate together at the Frog Pond. 4. Fifth grade students take a break at Pat's Peak. 5. Sixth graders and Intern, Amelia Ayres, on the 2017 Ski Trip. 6. Sixth graders aren't too old to read to their fuzzy friends on Stuffed Animal Day! 7. The fifth grade performs their Greek play, "The Rigorous Road Trip (and Election)!" 8. Fourth grade performs "The Well at the End of the World" and 4 "The Wager." 9. The first grade poses for a moment after performing "The Wolf Who Cried Boy." 10. Boston Baroque performs for the community. 11. First graders participate in the Boston Baroque 'Instrument Petting Zoo.'

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22 • | Magazine of The Learning Project READ-A-THON

| Magazine of The Learning Project • 23 WINTER/SPRING

1. A trip to the Edward M. Kennedy Institute for the U.S. Senate for the fifth grade. 2. A fifth grader enjoys time with her relative on "Special Friends Day." 3. Lisa Berman, former Intern and now a PE teacher and competitive speed stacker, stopped by to give the children a lesson in stacking! 4. A sixth grade student shares her IRS report with her parents. 5. A sixth grader shares his science project at this year's fair. 6. Kindergarten students dance to "Can't Stop the Feeling!'" at Performance Fest. 4 7. The community cheers for the sixth grade as they depart on the Friday before the D.C. Trip!

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24 • | Magazine of The Learning Project ALUMNI experience is in chemistry, is pursue a PhD in molecular ge- working in California at Heido- netics.She hopes to continue Dara Ratchford Grasso, ’80, lph North America and helped research in academia. continues to teach at Uncom- to establish the Cannabis mon Schools in Brooklyn, NY. subdivision within the American Sasha Benov, ’06, is working Chemical Society Division of as a legislative aide to a state Rebecca Davidson, ’83, has Chemical Health and Safety. senator in Denver, CO. She continued to teach art at the He is pictured here with his will be traveling this summer Danforth Museum in Framing- son, Bodhi, who is now two before attending Harvard Law ham, the Brookline Arts Center, years old. School in the fall. and the Arsenal Center for the Alex Fairbrother, ’95, and his Arts. She is also a landscaper. wife, Charisse, and daughter, Zach Hardoon, ’99, is hiking Adam Brown, ’07, is gradu- Evelyn, live in Carrollton, Texas, the 2,200-mile Appalachian ating from The University of Lauren Davidson, ’88, has (next to Dallas). Before Texas, Trail from Springer Mountain Puget Sound in Tacoma, WA, been living in San Francisco they lived in California where in Georgia to the finish at Mt. with a Geology degree. After for 10 years where she owns a they were married. Katahdin, ME. touring as many National Parks massage therapy studio. She as time allows, he'll settle in has a three-year-old son named Long Xiong, ’95, lived in Hong San Diego, before world travel- Atticus. Kong after college but is now ing begins. the owner/chef of LeBlanc, an award winning restaurant in Tai- pei, Taiwan. Long attended the wedding of his classmate, Alex Fairbrother (mentioned above).

Danielle Valle Fitzgerald, ’00, completed the Boston Zoe Crawford, '07, has had Graham Pingree, ’91, and Marathon and raised money an incredible and exciting 12 Sarah Pingree became parents on behalf of Dana-Farber’s months! In the summer of of twin boys, Parker and Rory, research to create a world 2016, she placed 4th at the on March 18th. without cancer. North American Young Rider's Championship in Parker, CO, Tim Pingree, ’96, and Liza Sarah Flink, ’01, lives in Brook- in three-day eventing.She was Pingree have a second son, line and works for Hologic, then honored to be named to Warren Moses Pingree, born on which is primarily a women's the 2017 Emerging Athlete April 19th. medical diagnostics company. Eventing Team, an Olympic De- velopment Program for those Megan Birmingham, ’97, has Bridget Bulger, ’04, is enjoy- under 25. Zoe was one of only an 18-month-old daughter ing life in Florida, working for two riders to be chosen this named Madeline. She lives in The Spring of Tampa Bay. The year to join the eleven member Astoria in the NYC borough of Spring is a non-profit organiza- team. Naveen Hariprasad, '94, was Queens. tion that benefits survivors of married last August in Boston. domestic violence. It is the Jim Hatton, ’08, is studying He is pictured here with his largest certified domestic vio- abroad in Hong Kong this brother, Nived Hariprasad, '97, lence shelter in the area. spring for the second semester and three of his classmates of his junior year at the Univer- turned lifelong friends from the Meredith Brown, ’05, has sity of South Carolina. He is at- Class of 1994 (James Duane, spent the last two years at tending the Chinese University '94, Colin Boyle, '94, and Alexi Dana-Farber Cancer Institute of Hong Kong. Nowell, '94)! (Correction from studying gene-based cancer Winter 2017 LampPost) Ezra Pryor, ’97, whose aca- therapies. In the fall, she demic background and work is heading to Dartmouth to

| Magazine of The Learning Project • 25 Jackson McDermott, ’09, who carry the text ‘as if on air.’ ALUMNI PARENTS FORMER LP FACULTY AND finished high school at Oxford Think modern day illuminated STAFF Academy in Connecticut, has manuscript! Diane Valle, mother of Dani- been working at a restaurant in elle, '00, and founder of Mara- Sandra (Florescu) Lobkow- Charlestown this year and has thon Daffodils, was featured icz, Sixth Grade Teacher from applied to colleges for the fall. recently in a local paper for her ‘86-’92, her husband, Will, work since 2013, in collabora- and their youngest daughter, Mary Ings, ’10, was accepted tion with other organizations, Sophia, visited the school at Loyola Marymount University gardeners, cities, towns and in April. Sophia attends the in Los Angeles, California. businesses, to line the Mara- International School in Prague thon route from Hopkinton to where Will and Sandra are Boston with daffodils. The mis- deeply involved in the work of sion is to “preserve the spirit historic preservation. Will and of the Boston Marathon and Sandra’s two older children are Boston Strong while celebrat- at BC and Harvard. ing the arrival of spring.” Caitlyn McDermott, ’11, Betsy (Bradley) Alvord, Third studied at Newton Country Day Michelle Duane, mother of Grade Teacher, ’92-’97, is School until 10th grade and James, '94, David, '96, and teaching second grade at Derby then took a gap year and hiked Caitlin, '99, was featured Academy in Hingham where in Utah for several months. recently in a local newspaper she lives with her husband, She is now in 11th grade at by Rosie’s Place, a women’s James, and two children, Ollie, Taylor Wright, ’10, a freshman Vermont Academy and studying homeless shelter in the South now in 8th grade, and Willie, at Colgate, is the illustrator and Russian. End, as ‘an ambassador a junior at Boston College graphic designer for a book volunteer’ for the organization. High. Betsy recently connected entitled A Pocket Guide to Pur- Caroline Wright, ’12, has de- She has volunteered there through a friend with a school pose: A Quick and Simple Way cided to forego her senior year for the past four years.‘My in Malawi and forged a relation- to Access and Advance Your at BLS and has been accepted husband I have always been ship between her children at Purpose.The book, available at Simon’s Rock College in volunteers,“ she is quoted as Derby and the children there. on Amazon, can be read in 25 Great Barrington, which admits saying. “I think it’s important Recently, she and her son, Ol- minutes—and easily pondered promising students without a to give back a little as much as lie, had the opportunity to visit for a lifetime. The book is a high school diploma. you can.” [Her husband, Jim, the Malawian school for a week visual feast of color and design does some of his volunteering and to deepen the connection and Taylor’s simple illustrations as Chair of the Board of a little between the two schools. and creative graphic elements school in the Back Bay.] Karen Malkus-Benjamin, Sci- JJill Hatton, mother of Jenny, ence Teacher from ’88-’99, '97, Garrett, '99, Nicky, '04, writes that she is busy working and Jimmy, '08, unexpectedly on new water quality projects met up with Pauline Hargreaves in Barnstable using technol- (former Director of Admissions ogy to balance an ecosystem and Academics) on a flight plagued with toxic Cyanobacte- from Boston to Hong Kong. ria, teaching science two days a week, and also working with Beth Prindle, mother of the Brewster Ponds Coalition to Carson, '12, was featured in a create Pond Kits to share with local paper in connection to her schools to help protect local work as Head of Special Collec- fresh water. Her son, Michael, tions at the Main Branch of the is a full-time fireman/para- Boston Public Library, where medic for Brewster and his wife Carson Prindle, ’12, now at Milton Academy, and Matthew Ayres, she is responsible for over is an emergency room nurse; ’12, now at Brimmer and May, met up at a college fair at Milton 250,000 books and an esti- and her daughter, Esmé, is off Academy. mated 1 million manuscripts, to college next fall wanting to fine art, photos, etc. major in early education.

26 • | Magazine of The Learning Project Kim (Fannoney) Gugliata, always so impressed. Thank REGIONAL REUNIONS Intern in ‘97-‘98, and her you again for such a wonderful husband, Brian, announced and educational opportunity.” This past April, Head of School, Michael McCord, and Director of the birth of their fourth child, Advancement, Justin Hajj, traveled to Washington, D.C., and New York Aurelia Joy, on February 26th. Ginger Puffer, Intern in first City on two subsequent nights to gather area alumni for dinner, drinks, They live in Virginia Beach. and sixth grades in ‘02-‘03, conversation, and laughter. Alumni representation ranged from five writes that she is engaged to years out, all the way to the very first graduating class! Kathy (Mulligan) Burns, Third be married this summer at Grade Teacher,’99-’03, is still the home of her 96-year-old enjoying teaching in Plymouth. grandmother in Minnesota. Her son, Gavin, is in second Since leaving The LP, Ginger grade and her daughter, Nora, has taught Kindergarten at the is in first grade. Chadwick School in California for six years, and when they opened a sister school in South Korea, she went there and has continued teaching Kindergarten for the past seven years. Next year, she and her husband, Brian, will be moving to Japan so she can teach at Nagoya International School.“This 13-year journey,” she writes, “all began with an Alumni gathered at China Chilcano in Washington, D.C., on April 19th. amazing internship at The LP Attendees (L-R) included: Cate Tompkins, '06, Greg Taylor, '01, so I wanted to say thank you Kristin McNally, '94, Michael McCord, Josh Wright, '83, Caroline SARAH KOHNSTAMM, former for that opportunity!" Wright,'12, Justin Hajj, Seth Stulgis, '98, and his wife, Megan 6th Grade Head Teacher, dropped by with her husband, Jonathan, and son, Logan.

Andy Gallagher, former Director of Development and Admissions, ’06-’14, sent the following message in Febru- ary: “I volunteered at an event this afternoon to help City Year Corps members network as they look for a job after City Year. One of my co-panelists was Amelia Youngstrom, ’02, and one of the networkers was Mariah Guevin, ’05. Amelia is now at ABCD after doing City Alumni gathered at Rubirosa Ristorante in New York on April 20th. Year. It was nice to see two Attendees shown above (left to right) included: Lindsay Rabkin, '01, LPers!" her fiance, Matt Kaiser, Jessica Boelitz Robinson, '79, Martin Boelitz, Nancy O'Malley, Michael McCord, Ben Casselman,'93, Sara Zielinski, Tori Farina, Intern in ‘15-’16, is '01, Ace Salisbury, '98, Max Baehr, '97, and Jake Goldklang, '05. teaching Fifth Grade language (Ginger Puffer and her Attended, but not pictured here: Stephen Clark, '79, Luke Boelitz, arts in Jacksonville, Florida, husband, Brian, in traditional '02, Matt Scott, '91, and his wife, Bethany. and writes, “I always think Korean ‘hanbok’s.’) about what an amazing year I had with The LP. I tell my co- workers all the time about how we did things there, and they're

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The Annual Fund Closes on June 30th!

The Learning Project’s most critical fundraising effort, the Annual Fund, is in the ‘home stretch.’ We rely on the Annual Fund to cover approximately 15% of our operating budget each year—and, historically, we have done so through the loyalty and generosity of our current and extended community.

This year’s Annual Fund theme is Join Hands. These two words represent a close community where cross-age connections are built and nurtured. They illustrate how a culture of awareness and care for one another is fostered. ‘Joined hands’ at The LP help to ensure lasting bonds between students, parents, and staff members alike. And this image certainly encapsulates the way in which The Learning Project has been able to keep tuition low while maintaining high salaries and financial aid, helping to ensure our Mission year after year.

Please Join Hands with The LP by donating today at learningproject.org/support/donate or sending your payment to The LP using the enclosed envelope.

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