advancing cardigan spring 2013

/ Advancing CardiganReady to Roll

Advancing CardiganSupp l emen t t o t h e Ca rd i g an Ch ron i c l e • S p r i n g 2013

A future so bright . . .

. . . we all benefit.

Great things are happening on The Point

every day, as boys grow into young men

with the promise of leading responsible and

meaningful lives in a global society. Gifts to

the Annual Fund help strengthen our program,

allowing every boy to realize his potential to

build a better world, the Cardigan Way.

Contents / Page 1Advancing Cardigan

CONTENTS2. From the Head of School

David J. McCusker, Jr. ’80, P’09,’10

4. Cardigan CommonsA Story in Pictures

6. Core Values in ActionSeniors Meet the Challenge

7. Pivotal: A Parent PerspectiveTish and Franz Krieg P’14

8. Introducing The Strategic Plan for Cardigan 2020

9. Alumni Perspectives

12. Cardigan BrothersStudent Perspectives

Inset The Campaign for Cardigan 2020Our Case for Support

18. Emotional Intelligence:Skills for Success

26. Ready to RollRenovations to Kenerson and Wakely Facilities

28. CongratulationsTransitions for Cardigan Administrators

Advancing CardiganA special publication of Cardigan Mountain School62 Alumni DriveCanaan, NH 03741

David J. McCusker, Jr. ’80, P’09,’10Head of School

Inquiries may be directed to the editor at [email protected]

Designed and Edited by the Cardigan Communications Office

Photography by James Healey, Peapod Design

Printed by Capital Offset Company

On the cover: Pablo De Saro ’16

10. Meeting “Mac” MacVittie ’99

20. Shipshape and Sharp. . . in the Brewster Barbershop

22. Hale and Hardy. . . from the Hamilton Family Foundation Student Health Center

24. On Tech Tuesdays. . . it’s Teachers Teaching Teachers

10 20

22 24

/ Ready to Roll Spring 2013

From the Head of School

We Must Be Butter…..…because we’re on a roll! I always thought that old ESPN lead-in was clever, and I’m glad I found a use for it, unconventional as it is. A recent headline in the Valley News, our local newspaper, read “Another Win for Cardigan.” The article detailed our school’s remarkable run of five consecutive state championships, in both the middle and high school divisions, in a stock market–simulation competition hosted by Fidelity Investments and the Manchester, N.H., Union Leader newspaper. I must say that I’d feel comfortable with that article title representing any number of really positive experiences for Cardigan in recent years. We’ve been fortunate, and we are grateful for our many blessings.

This special edition of the Chronicle, which we are calling Advancing Cardigan, uses the theme “Ready to Roll.” In this publication, we attempt to capture a good number of big and important initiatives. In conjunction with our Family Weekend festivities on May 4,

we will honor a historic achievement for our school, the opening and dedication of the new Cardigan Commons. The Commons represents the reality of an ambitious dream, one that will create, for many years to come, a superb gathering place for our community. Moving to an attractive and spacious dining hall represents a dramatic improvement over the conditions we came to accept, inadequate as they were, in Hayward. There is no other space on The Point where we come together as often as we do to build community than in

our dining room, where we have reaffirmed the importance of family-style meals. That said, as important as the dining experience is to a Cardigan education, I have no doubt that our boys will be most thrilled about and grateful for having access to a true student center, fully equipped with all the bells and whistles a young adolescent boy invariably enjoys.

May 4 marks an initiation date of other sorts, as well, as we announce the priorities of the School’s comprehensive strategic plan and the simultaneous launching of The Campaign for Cardigan 2020, which seeks to raise an unprecedented $50 million by 2020, the 75th anniversary of Cardigan’s founding year.

Chief among our strategic priorities and short-term tactics is our aim to upgrade a number of the School’s facilities to more adequately bolster our ambitious program and support both the adults here who implement this compelling and multifaceted curriculum, as well as the students who live it. Our attention thus turns to some exciting capital improvements poised to begin this summer and to wrap up in time for the opening of school in September. “The


“Another Win for Cardigan” . . . I’d feel comfortable

with that article title representing any number of really

positive experiences for Cardigan in recent years.

Dave and Steff McCusker

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From the Head of School / Page 3Advancing Cardigan

Wakely/Kenerson Project,” as this endeavor has been dubbed, includes a full renovation of the current student locker area (and faculty locker spaces) in the Kenerson Athletic Center, in addition to a second-floor addition to the Wakely Center over the team rooms—an area that will play home to a new fitness center/workout area and wrestling room, in conjunction with the creation of expanded training-room space on the first level.

Always a part of our constant attention, though, is Cardigan’s overall educational program, which remains at the forefront of all of our strategic planning. And toward our goal to be the preeminent middle school for boys in the world, our faculty continue to demonstrate innovation in their teaching and curriculum development, in their advising and coaching, and in their professional development endeavors. Be sure to take a look at the related articles herein—such as one covering the topic of in-house professional development (in this case, teachers teaching teachers about topics in technology) and another on the subject of emotional intelligence as tackled in our sixth-grade “Roots of Empathy” program.

Roll Call: While we regularly highlight the whereabouts of and any news regarding our alumni in a “Class Notes” section of the Chronicle, in this unique edition we felt it timely to take “roll call” and offer special recognition to those among our alumni who have endeavored to serve our country; in that vein, be certain to read the article about our scheduled 2013 Commencement speaker, “Mac” MacVittie ’99, and I urge you to be in touch with us if military service has been a part of your post-Cardigan experience at any point.

And finally, as we take stock of our strategic aims and priorities and the programs that are on a roll—or about to roll, I would be remiss if I failed to acknowledge and issue an expression of gratitude to those in our “favored” school’s recent and not-so-recent history whose support has allowed us to arrive at the fortunate position in which we find ourselves today. Let’s roll!

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.


Cardigan Commons

The spacious, two-story facility, now a “hub” of regular campus activity, has its largest dining hall windows facing east, looking out toward “our crystal lake so clear.”

(Below): At this writing, the shiny new student center awaits the furniture, gaming equipment, and TV monitors with which it will soon be outfitted, likely by the time you read this!

Cardigan Commons

Cardigan Commons / Page 5Advancing Cardigan

“Clancy’s Kitchen” (Above): Were he with us today. longtime chef for the School Dick Clancy P’65,’67 would be so pleased about the upgraded kitchen facility found in the Commons—and named in his honor.

the Campaign for

Cardigan 2020

(Above): Lofty ceilings and generous amounts of natural light in the main dining room lend a special brightness to the dining atmosphere.


Core Values in Action

Ready to roll, our ninth-grade students put “rubber to the road” in a recent challenge placed before them by the Development Office: If every boy pledged (or contributed on the spot) a donation of any size before the March spring vacation, thus achieving 100 percent class participation in The Campaign for Cardigan 2020, these boys would be able to have a hand in selecting the actual name of the student center, thus leaving a legacy of which many future classes would reap the benefits.

Seniors meet the challenge, naming the new Commons student center.

Left: Development Officer Marshall Wallach thanks Chi Kyu Lee ’13 for his gift. Above: Seniors making their gifts and pledges toward The Campaign for Cardigan 2020 and the naming of the student center.

Congratulations (and thank you), Class of 2013!

At this writing, seniors were still narrowing down the field of possibilities, so we encourage you to look for the student center’s new name when you visit the Commons!

Parent Perspective / Page 7Advancing Cardigan

Pivotal

“Ready to Roll” (the theme of this edition of Advancing Cardigan) and “full and rich,” Dave McCusker’s oft-heard descriptor of life here on The Point, are phrases synonymous with our first full months as latecomers to Cardigan Mountain School. We are indebted for the warmth and timeless energy shown us through the welcoming of our son to the school community.

Mistakes and regrets can, at times, have positive effects that lead to a greater understanding of what one really wants and give one an opportunity to achieve the ultimate goal. As parents, we made the mistake of not taking Cardigan up on its original acceptance of our son, and instead tried the waters of another school. We have no regrets, however, as without that experience last fall we would have no contrast—no gauge to measure how the experience of The Point is the perfect fit for our son. The motto [on display on the Cardigan.org home page] is quite fitting: “For the boy you are and the young man you’ll become,” as we watch Cardigan guide his boyishness and lead him into manhood.

Rex, our 15-year-old, is a repeat eighth grader who joined CMS just this winter in January. His previous school provided him an adequate experience, but we now understand that we were missing the quality ingredients that make up the Cardigan experience: caring and compassionate administrators and educators who truly home in on each individual student with a true desire to help them achieve, spending time and engaging them in the classroom, on the slopes, in the dorms, in the dining hall, and every time they pass on campus.

The transition to Cardigan this winter was easier than walking Rex to kindergarten more than a decade ago. Topping the sense of community, respect and responsibility, academics, arts, rigor, athletics, leadership, and healthy activity for this age group was a dream Rex has long wanted to pursue: to compete in Alpine ski racing. Arriving a few days before his January start, Rex used the time to ski at Sunapee and with [CMS Alpine Ski] Coach Nevins, and soon he was ready to roll! For Rex, the skiing at Cardigan has topped off his first term here. None of his friends back home can believe that you can get a full day of rigorous classes in before noon, ski all afternoon, be back in time for study hall and bed, and all the while maintain great grades.

For a disciplined-but-free-spirited kid from California, Rex immediately fell into the rigid schedule and thrived. Adolescent boys may not confess it at first, but they do love rigor, rules, expectations, and consequences. Cardigan faculty, staff, and administrators own the art of all things “male adolescence.” Rex soon understood the benefits—and actually liked the idea—of no cell phones, limited Facebook, and “lights out.” He even loved the fact that he got a slip for a haircut!

When we first dropped Rex off in January, we had agreed on a phone call home each Wednesday and Sunday. After his initial week of school, we realized this would not work for Rex. Breakfast, classes, early lunch, bus to the mountain (changing clothes on the way), dinner, study hall, and lights out by 9:30 meant that there really was no time to call on a Wednesday. Knowing how he is thriving, we eagerly await our Sunday calls. When he was at his previous school, our phone calls would consist of “yeah,” “it’s good,” “uh-huh,” “yeah,” and “it’s okay,” with some yelling and laughing in the background. Now we have a real conversation with details about skiing, classes, teachers, skiing, his cool roommate, skiing, Coach Nevins’s cool sunglasses, skiing, his awesome history teacher, Mr. Clark, who also coaches skiing, pond hockey, pick-up hockey on Friday nights, and more.

One more note to add—about something that we have never seen in our years with parent/teacher conferences—regards the student-led conference we experienced at Parents’ Weekend in February. A well-prepared and -orchestrated presentation by Rex in front of us and his core group of teachers was the most impressive view of how he was faring in his classes. He spoke about challenges, successes, and goals, while we—and the teachers—listened. At the end, his teachers gave their remarks. What an excellent tool for a student to develop—the ability to reflect on and take responsibility for one’s learning!

Cardigan has readied Rex to roll into his ninth-grade year with no doubt a fuller commitment to community, strong morals and ethics, empathy, and a richer faith in the kindness of others. In just these few months, Cardigan has been a pivotal experience in our son’s life.

A Parent Perspective from Tish and Franz Krieg P’14

Rex ’14, center, with his parents, Tish and Franz.


Read the

full version of

The Strategic Plan for Cardigan 2020

online at

www.cardigan.org/

strategicplan

Introducing . . . The Strategic Plan for Cardigan 2020

. . . at Cardigan, the boys are at the center of all we do.

•FacilitiesMgmt• •EnergyEfficiency• •Campus Master Plan•

Facilities

•Budgeting••FinancialMgmt•

•InvestmentMgmt•

•AnnualGiving• •ConstituentRelations• •CampaignFundraising•

Program•Mind• •Body• •Spirit•

•Enrollment• •TargetMarkets••Marketing•

•Faculty/Staff••Administrators•Trustees•

People

Finance

DevelopmentAdmissions

The Cardigan Way

This comprehensive plan, worked on by a large and varied team of stakeholders, is meant

to be a living document that is used regularly to guide our decision making, and to keep at the forefront our vision of excellence in the education of middle school boys. The document also seeks to define “Cardigan Mountain School,” and to assert its unique benefit for middle-level boys. By charting a course toward refining and enhancing the School’s distinctive program—while being mindful of the needs of people and of the resources needed to deliver it—this document, and the tactical plans that develop from it, will be an integral player in our success.

The road to our success is paved by the focus and dedication of staff, adequate resources and time, and the best efforts of engaged stakeholders . . . students, parents, alumni, and trustees among them. Many of our strategic goals also include the need to raise financial resources to improve facilities, and to establish and grow endowment funds for particular program priorities and goals.

Consistent with Cardigan’s core values, we will invite every member of our community to participate in meeting the goals we have set forth, and we look forward to conversations with individuals and families who choose to invest in Cardigan, our mission, and the good work that happens at our school every day for the benefit of the boys we are educating. Because at Cardigan, the boys are at the center of all we do.

Cardigan Mountain School has set forth essential and ambitious priorities through the crafting and implementation of The Strategic Plan for Cardigan 2020, which was developed over the course of 20 months and approved this February by the Board of Trustees.

Alumni Perspectives / Page 9Advancing Cardigan

Alumni Perspectives

I first set foot on the Cardigan campus when I was 12 years old. It was six months after my father died and about six years after my mother died, and the world was even more full of change, confusion, and uncertainty than it was for a typical 12-year-old boy. Though Cardigan was strange and unfamiliar, it gradually became my home for the next two years, and it has been a place where I have always felt at home for the past 40 years.

While I shall forever feel a very strong sense of place at Cardigan—the tidy central campus, the woods, the lake, and the mountains all around—the people and their devotion to the Cardigan mission have always been far stronger. There is certainly Nick BhiromBhakdi, my Cardigan classmate who became my Hotchkiss classmate and who has been a lifelong friend. To name but a few others, there’s:

• Coach Marrion, who taught me the importance of trying;

• Bob Fahrner, who taught me that reading is far more than knowing how to repeat the words on the page;

• Dave Shelton and Joe Collins, who taught me that foolish, selfish, or ill-conceived actions always have their consequences;

• Robert Gagné, who taught me that I knew how to teach myself;

• Beverly Wakely, who taught me the value of even the smallest acts of kindness;

• Harry Mahoney, who taught me many lessons about the importance of trust and faith; and

• Norman Wakely, who taught me the incontrovertible fact that no place else in America has the beauty, character, and spirit of New England.

Their basic lessons—plus my Cardigan daily planner, which I used religiously through graduate school—put me on the path to Hotchkiss, Princeton, Cambridge, Harvard, and many other wonderful places that have been part of my life.

It was, incidentally, the team of Shelton and Fahrner who also taught me to be a little savvier, or at least a little less gullible. One morning my first year,

they announced at breakfast that the power company, in an effort to im-prove energy effi-ciency, would be blowing the dust off all the wires in School. If we did not want to have our rooms covered in filth, we should unplug everything and cover all outlets securely with masking tape. An-ticipating intense competition for the communal vacuum cleaner, I raced back to protect my room from the impending dust invasion. An hour later I realized that the date was April 1.

I was honored, 20 years ago, with the invitation to join Cardigan’s board. I led the School’s first major capital campaign in the 1990s, which culminated in the construction of Bronfman and in a doubling of Cardigan’s endowment; I have chaired nearly every board committee; and I was on the search committee that chose Cardigan’s current and possibly greatest headmaster. While I always wish that I could do more for CMS, it has been immensely satisfying to me to play a bit part in perpetuating the Cardigan mission, to ensure that Cardigan’s future will be even brighter than its past. It has been particularly rewarding to serve on a board with individuals who are not only equally devoted to Cardigan but also smart, of sound character, balanced in their view of life, and a lot of fun.

In addition to thanking those whom I mentioned earlier—the legendary names like Marrion, Fahrner, Mahoney, and Wakely—I especially want to thank those whose names will be repeated by another alumnus in another 40 years—people like Steff and Dave McCusker, Ryan Feeley, Science-Man Auerbach, Eddie Ramos, Wim Hart, Mark Holt, Ryan Frost, Haver Markham, Lindsay Antolino, and many others on today’s faculty who will become tomorrow’s legends. It is you who so ably fill the shoes of those who have gone before you and who deserve my greatest thanks—for carrying on the Cardigan mission, and giving the gift of Cardigan that I enjoyed to today’s boys.

from Robert Chartener ’73

Robert Chartener ’73, pictured above (center)with Steve August ’69 and Richard Clancy ’67, received this year’s Distinguished Alumnus Award from the Cardigan Alumni Association. This article was taken from his acceptance remarks, which he delivered in Humann Theatre in October 2012.


Alumni Perspectives

William “Mac” MacVittie holds the rank of captain in the United States Air Force. He serves our country selflessly, with honor, and with dignity. Captain MacVittie is also a member of the Cardigan Mountain School Class of 1999. Yet neither of these facts fully defines the man I met at the School’s recent

Homecoming Weekend. For many of us who did not know Mac prior to that beautiful day in New Hampshire, it was a galvanizing, inspirational moment that words cannot adequately describe.

For me, meeting Mac was an experience not soon forgotten. Forty-five minutes prior to the Alumni Awards assembly, Captain MacVittie, dressed in his dress blue uniform, made his way down the hallway in the basement of the chapel, toward the back room where the Alumni Board meeting had just ended. Director of Alumni Programs Richard Clancy ’67 greeted Mac as other members milled about. Several of us moved toward the young man in uniform to introduce ourselves. As Mac greeted and embraced his classmate (and member of the Alumni Board) Brian Tierney ’99, they literally swapped “war stories.” Brian had served in the United States Marines,

Editor’s Note: William “Mac” MacVittie ’99 returned to the Cardigan campus to receive the N. Donald Diebel ’82 Distinguished Young Alumnus Award from the Cardigan Alumni Association during Homecoming Weekend, on Saturday, October 20, 2012. Mac requested special leave from the Air Force to come to Cardigan to accept the award, and his mother, Robbin, a former CMS trustee, and his father, Paul, accompanied Mac on his return to The Point. This occasion, and the opportunity to meet Mac, made a compelling impression on Alumni Association President Steve August ’69, who wrote to us the very next day with what follows.

seeing combat in the city of Fallujah, one of the most dangerous war zones during the war in Iraq. Mac was quick to thank his Cardigan pal for his service, which was reciprocated in kind. But Mac insisted that Brian did more . . . after all, he was “boots on the ground,” while the self-deprecating Mac flew C17 missions and returned to “an air-conditioned tent every night.” There was a twinkle in Mac’s clear blue eyes. A wry smile creased his lean face, but the two servicemen shared that quiet understanding that only veterans share. Each does his part, while no one in military serviceistrulyoutofharm’sway.PatGilligan’80, another former marine, shared the understanding as well, and he also thanked Mac for his service.

It is not a stretch to suggest that Cardigan Mountain School is part of the fabric of Captain Mac MacVittie. Certainly one expects a firm handshake from any air force captain; we expect a firm gaze that penetrates directly into the eyes of another person, and we know the “Yes, Sir” that accompanies answers to questions. But with Mac, these qualities are not merely “military manners.” They seem embedded in his soul from somewhere in his past. Mac’s handshake is of the same quality as one a visitor to Cardigan today can get from current School Leader Will Humphrey ’13. Mac’s greeting is the “Yes, Sir” said with conviction by Mohammed Bamba ’14, a new student from New York City. These habits have their genesis at Cardigan—on the playing fields, in the dining room, and in the very culture of a school that knows middle school boys and ushers them toward early manhood. This discipline works its way to the core of the Cardigan soul. These qualities are Cardigan Green; theyare forged in“winter’s snowandafterglow . . . as day fades into dreams.”

Meeting “Mac” MacVittie ’99

William “Mac” MacVittie ’99 on The

Point in October 2012.

from Steve August ’69PresidentCardigan Alumni Association

For me, meeting Mac MacVittie was an experience not soon forgotten.

Alumni Perspectives / Page 11Advancing Cardigan

The term “charisma” cannot adequately define the overwhelming magnetism that Mac MacVittie brought to Humann Theatre, to the dining hall, and to the pathways around the campus on Saturday, October 20, 2012. It is said that men such as Ted Williams, John Wayne, and President Kennedy drew the air out of a room when they entered; their presence so fully drew the attention of people that it seemed as though the planets and the stars somehow aligned themselves with their personalities. So it was with William “Mac” MacVittie. He is a young man who—less than three years out of Cardigan—came to a life-changing decision at a particular moment in history. During his senior year at Brooks School, Mac told a group of us at lunch, “I decided on September 11, 2001, that I wanted to serve my country and sent in my application to the Air Force Academy on September 12.”

His acceptance speech for the N. Donald Diebel ’82 Distinguished Young Alumnus Award this past October was met with total rapture from the audience of faculty and staff, trustees, and other members of the Cardigan community. Mac spoke as if you could count on him for anything. His was the voice of the soldier who delivers the most solemn words of comfort to families of veterans, the Military Funeral Flag Presentation Protocol, “On behalf of a grateful nation…” Mac acknowledged that Cardigan was a part of his soul, and he communicated that understanding. Head of School David McCusker deferentially waited to meet Mac, shook his hand and thanked him. Perhaps it occurred to Mr. McCusker, as it did to me, that an equally heroic boy may be sipping hot chocolate in the basement of Frieze House on a cold day this winter. Trustee Tim Fleming ’70 has a son who served in Iraq; he understood Mac perfectly well, and I know he savored the moment as those in attendance stood to recognize Mac for his achievement. And as the young sons of Trustee Robert Chartener ’73 hovered around

Calling all current and former servicemen:The Alumni Office is currently working to compile an accurate list of Cardigan alumni who have served in the armed forces. Our school has a proud heritage of preparing young men who have gone on to commit themselves to protecting their countries’ freedoms, and we’d like to celebrate these selfless alums with a special feature in the fall issue of the Cardigan Chronicle.

Give us a call, send an email, or complete our easy online form at www.cardigan.org/service to remind us of your service (or that of any CMS alum) and to be certain we have the information. We look forward to celebrating our military alumni.

Regards,

Richard Clancy ’67 [email protected] Wallach [email protected] 603.523.3601 www.cardigan.org/service

Roll Call!

Mac after the ceremony, one could see in their eyes the admiration, respect, and willingness to follow the example of a true American hero. Captain MacVittie epitomizes what country singer Toby Keith honors in his ballad “American Soldier”:

I don’t do it for money, there’s still bills that I can’t pay,

I don’t do it for the glory, I just do it anyway,

And I can’t call in sick on Mondays when the weekend’s been too strong,

I just work straight through the holidays,

And sometimes all night long.

Indeed we are the grateful ones. We are so blessed to have Captain William MacVittie as a Cardigan alumnus. Thank you . . . Sir!

GREAT NEWS! Captain William MacVittie ’99 to deliver CMS Commencement address.

June 1, 2013—11:00 a.m.

/ Ready to Roll Spring 2013The Campaign for Cardigan 2020

Cardigan Brothers

“The best part about having a brother at school is that you have

him there when you’re in need.”

–SethGray’16

“The best part of having my brother here is being able to annoy each other

during the school day.”

–Jacob Slaughter

Seth ’16 and Emery ’14 Gray

Nicholas ’13 and Jacob ’16 Slaughter

Nicholas ’14 and Will ’13 Humphrey

Bill ’14 and Jack ’14 Milton

We’re not certain whether

it’s a Cardigan record-breaker, but

this year our student body includes 10 pairs of brothers!

We thought we’d find out what

life is like here on The Point,

having a brother around . . .

(Continued on page 17) “It’s good to see him around.”

–Will Humphrey ’13

Bill ’14 and Nicolas ’15 Pieroni

“It’s having someone here you really know and are friends with . . . and I always have him to be there for me.”

–Bill Milton ’14

“I am never homesick!”–Jack Milton ’14

“Having someone around here that I know and have known for awhile and can talk to—that’s the best thing.”

–Nicholas Humphrey ’14

Cardigan 2020: A Vision of Excellence in the Education of Middle School Boys

At Cardigan, we firmly believe that day by day, experience by experience, with every personal interaction and every high expectation, we are preparing boys for future lives of meaning and purpose, and it is our goal to be the preeminent leader in middle school education for boys.

Cardigan Mountain School will celebrate its 75th

anniversary in 2020, and there will be no better gift to celebrate “our favored school”* than the continued achievement of our mission “to prepare middle school boys —in mind, body, and spirit—for responsible and meaningful lives in a global society.” We have the vision and will to succeed, and now invite you to partner with us in this important and rewarding work.

the Campaign for

Cardigan 2020* From the lyrics to “The Cardigan Hymn,” written by Robert M. Hopkins.

in the education of middle school boys.. . . supporting excellence . . .

Our case for

Learn more . . .

The Campaign for Cardigan 2020Case for Support

Program Innovation

the Campaign for

Cardigan 2020

HonestyRespect

IntegrityScholarship

Fairness

CompassionOutcome: Distinctive and Dynamic Program

To prepare middle school boys for the future, Cardigan is committed to offering a mission-driven program that is innovative, relevant, and responsive.

GuidedbyThe Strategic Plan for Cardigan 2020, we will continue our ongoing work to strengthen and enhance the learning experiences we provide for our boys each day, in and out of the classroom.

With the support of The Annual Fund for Cardigan and targeted endowment initiatives for program excellence, our focus will always be on preparing boys for success in a world with an ever-increasing demand for global citizens—those equipped with courage and the skills necessary to collaborate and innovate, as well as to adapt to new technologies and twenty-first century challenges.

Cardigan 2020: A Vision of Excellence in the Education of Middle School Boys

Residential Life Enhancements

Financial AidHonestyRespect

IntegrityScholarship

Fairness

Compassion

Outcome: Facilities That Advance the Program

Identified in The Strategic Plan for Cardigan 2020 are the campus facilities that demand priority attention, as well as the need to establish and implement guidelines—according to the recommendations within our campus master plan—for the eventual enhancement of all of our student and faculty residences, classrooms, and campus grounds.

Our capital fundraising efforts will allow us to provide functional, environmentally responsible facilities that are appropriate to the delivery of our program and that support the people who live and work in them every day.

Outcome: A Diverse Community That Promotes Strong Character and Service

Building our financial aid endowment will enable us to design and implement admissions strategies that will ensure the enrollment of a diverse student body—one that is representative of our collective commitment to mission and core values.

Faculty ExcellenceOutcome: Professional Excellence

Enhancing the endowment for support of faculty and staff will allow us to attract and retain an exceptional and collaborative faculty, through competitive compensation and benefits, professional development opportunities, and a healthy, stimulating, and supportive culture for Cardigan’s faculty and staff.

The Campaign for Cardigan 2020Case for Support

Annual Fund Support: 2009-2020

Cardigan CommonsWakely Center Renovation

Kenerson Center RenovationHayward Hall Renovation

Student and Faculty ResidencesClark-Morgan Hall

Endowment for Faculty ExcellenceEndowment for Program Excellence

Endowment for Financial AidEndowment for Facilities

Total Required

$ 13.35 M

$ 10.40 M2.00 M1.00 M4.00 M4.40 M4.00 M

$ 1.25 M1.25 M1.25 M7.10 M

$50.00 M

C.O.R.E. Base Camp(2010)

Charles C. Gates I.D.E.A. Shop

(2011)

Pearson House(2012)

Cardigan Commons(2013)

Kenerson & Wakely Centers

Renovation(Summer 2013)

Renovation of a lakeside facility to become the base camp for our new Cardigan Outdoor Recreation Expeditions (C.O.R.E.) summer program.

Anewcampusfacility,theCharlesC.GatesInnovationin Design, Engineering, and the Arts (I.D.E.A.) Shop also houses the Williams Wood Shop.

Conversion of former Williams Wood Shop into two faculty residences.

Campus center, with new kitchen and dining facilities, student center, school store, mail and package center, meeting spaces, and multimedia/instructional space.

Enhancement of locker room space in the Kenerson Athletic Center, and construction/renovation to Wakely Center providing for new wrestling and fitness facilities, womens’ locker room facilities, enhanced athletic training room, and office/meeting space.

Recent Capital Improvements

Cardigan Mountain School62 Alumni Drive

Canaan, NH 03741www.cardigan.org

For more information please contact:


Head of School603.523.3512

[email protected]

David G. PerfieldDirector of Development

[email protected]

Identified Priorities Campaign Objectives

the Campaign for

Cardigan 2020. . . culminating with the 75th anniversary of the . . .1945 founding of Cardigan Mountain School.

Operating Needs

Capital Improvements

Endowment Requirements

Cardigan Brothers / Page 17Advancing Cardigan

Cardigan Brothers continued from page 12

“Well, I don’t know about what my brother thinks, but I think the best part is that I have someone who I can talk to when I had a bad day or something. The worst part when I

try to watch his back for him, he gets mad at me for it.”

–Danny Lee ’13

“My best part of going to school with my brother is that I always have a companion to talk to,

which makes me feel less homesick. The worst part of going to school with my brother is that

the inevitable comparison happens between my brother and me, and in some cases could hurt one

of our feelings.”

–Josh Lee ’14

Josh ’14 and Danny ’13 Lee

Sage ’16 and Jared ’14 Mines

Jake ’16 and Zach ’15 Wennik

Joey ’14 and Jacob ’13 Mayer (with youngest Mayer brother, Caleb)

“The best is being able to go to him if I need help.”

–Joey Mayer ’14

“The best is to be able to play soccer with him. I always have

someone to practice with.”

–Ricky Ochoa ’15

“I like that I can see him, and he is close to me—he is someone I

can always talk to.”

–Carlos Ochoa ’13

Ricky ’15 and Carlos ’13 Ochoa

“The best part is having someone

here that you know . . . but it can be

bad too.”

–Sage Mines ’16

“I get to see him every day!”

–Zach Wennik ’15


Emotional Intelligence: Skills for Success

While most classes learn about the world using technology or books, the Cardigan sixth-grade class has taken a different approach for at least one facet of its curriculum. To help build and foster a sense of empathy and allow students

to grow their emotional intelligence base, the sixth-grade teaching team of Mark Holt and Alexis Hannis has piloted the Roots of Empathy program with their class.

Students were introduced to the program in October, by discussing its objectives and their teachers’ expectations. The group then received a couple of special visitors to their classroom: “Baby Matthew” and his mother,

Mrs. Murray. During the initial visit, students discussed child development in terms of where then three-month-old Matthew was on the scale of developmental milestones. Afterward, the class talked about and completed an emotional intelligence quiz regarding facial expressions. The quiz prompted some meaningful discussion

about different emotional states and how they “look,” in terms of recognizing body language and how to interpret facial expressions.

Over the course of two periods during Baby Matthew’s inaugural visit, each sixth-grade Humanities class took a turn interacting with and learning about him—and about child development—intheGilletteRoom,underthewatchful guidance of their teachers and Mrs.

Murray. The boys were calm, asked relevant and thoughtful questions, and were thoroughly engaged in interacting with Matthew. (It was clear the program was off to a successful start when, during one of those periods, the boys expressed their enthusiasm about changing Matthew’s diaper—everyone wanted to take part in Operation Diaper Change.)

Plan for the YearThe year-long program has featured a visit to class from Baby Matthew about once a midterm, allowing sixth-grade students the opportunity to discuss and chart his growth and progress.

At each visit, the boys have been guided by an agenda and focus when meeting and interacting with Matthew. Each student has been expected to ask three specific questions to gather information about Matthew, in order to craft a narrative paragraph in class the next day. As they have asked their questions, the boys have been instructed to record notes on an index card for use in helping them write their paragraph.

To their teachers’ delight, the questions the boys have posed have been interesting and unique—and have truly helped them learn about Matthew’s development and growth and his interactions with the world. The boys have measured Matthew, as well, comparing his current size with his size during prior visits to the classroom, noticing how much he has changed. The boys have also clearly enjoyed interacting with him, holding him, watching him play, and singing songs to him.

At the close of each session, the sixth graders have debriefed and shared their learning. Says Mr. Holt, “It is mindboggling to discover how much they are getting out of this program. They are learning about child development, the role of the mother, brain development, and

The year-long program has featured a visit to class

from Baby Matthew about once a midterm . . .

Grade Six Pilots “Roots of Empathy” Program

Emotional Intelligence / Page 19Advancing Cardigan

how babies learn—phenomenal! Once again the sixth-grade family has amazed us with their curiosity and maturity in interacting with the world in new and innovative ways in order to become responsible global citizens.”

Matthew’s Third VisitFlashback to February for a moment, when, prior to Baby Matthew’s arrival for a third visit, students engaged in a good deal of preparation. First they discussed how the day’s visit would be structured differently, as plans were to set about conducting a scientific experiment with Matthew based on the work of the Yale Baby Lab; the boys viewed and discussed a video that highlighted the experiment they would be performing, so that each understood what was to follow. They also discussed what developmental stage Matthew was at: 7–9 months.

Upon the arrival of Matthew and Mrs. Murray, the boys were seated in a circle as a full group. The students asked interesting questions about Matthew’s development, growth, eating habits, hair length, and word-recognition skills. They seemed very eager to garner as much knowledge about Matthew’s current development as possible. Then it was time to conduct their experiment, using stuffed animals engaged in role-play, to see if Matthew knew the difference between right and wrong at this phase of his development. While the result did not agree with the findings from the Yale study, the boys were able to identify the many variables involved. They then conducted

the experiment again, altering one variable, with another interesting result: Instead of reaching for one stuffed animal, Matthew reached for both simultaneously.*

Following the experiment, teachers led a debriefing session, and they asked the boys to also reflect upon their own behavior—and how it differs from their behavior when Matthew is not around. The group discussed the core value of integrity and the importance of making good choices all the time. “The boys added some great insight into this conversation,” Mr. Holt tells us. “We closed that session reinforcing the ideas talked about that day and reminded them to think about their behavior and choices at all times.”

OutcomesThe Roots of Empathy program has been instrumental in terms of the sixth grade’s work toward the achievement of several goals; among other things, it has provided an opportunity for discussion about social issues within the class and has thus become a springboard for building upon the social and emotional growth of each student. As their year with Baby Matthew wraps up, it’s certain that this group of boys will have a deeper appreciation for core values—and that they’ll want to follow up next year, albeit it as visitors to the sixth-grade classroom, to see how their new friend has changed.

Editor’s Note: Many thanks to Mark Holt and Steff McCusker for providing this article.

* For more information about the Yale Baby Lab’s study and the 60 Minutes segment about it titled “BornGood?”goto

www.cbsnews.com/video/watch/?id=50135408n,

and to learn more about Roots of Empathy, visit the program’s web page:

www.rootsofempathy.org.


Shipshape and Sharp

Trudy Allen always knew she wanted to be a hair dresser, but she never expected to be a barber for two decades, or for more than 200 middle school boys. “I am actually a licensed cosmetologist—not a licensed barber,” she explained. “To have a woman in a barbershop cutting hair is not common,” and one with 20 years of service to Cardigan is less common indeed.

Once she graduated from beauty school, Trudy worked at a well-known salon (Hilde’s) in Hanover, N.H., but quickly discovered that she was allergic to the components of the chemical services offered by the salon.

A friend and fellow stylist who knew her predicament suggested she try a barbershop instead, and the rest—as they say—is part of Cardigan history.

The barbershop that took Trudy on, Walt and Ernie’s, had already had a longstanding relationship with the Cardigan Mountain School community. In fact, the two classic (and now antique) barber chairs in the Cardigan shop were donated by Walt and Ernie themselves in the 1960s, from their Hanover business, which had been frequented for some years by several Cardigan faculty members. It was there that Trudy met Jim Burnett—the School’s former dean of students, head of Summer Session, and assistant headmaster.

“Jim used to come in to Walt and Ernie’s to get a haircut, and he told me they had a lady who cut the boys’ hair who had been [at Cardigan] for a few months. He asked me if that would be something I would be interested in,” she remembered. “He figured it would be a lot easier and faster if two people were cutting hair, and I figured I would like that.” Fortunately for us, she did.

Trudy Allen has seen some pretty interesting hairstyles come and go at the School since she started here in the barbershop in 1989. “When I first went out there, the ‘shelf ’ was popular—the undercut.” This was a cut that involved shaving up from underneath, and then dropping the hair back down to make a sort of “bowl” around the head. “The boys really liked that,” Trudy explained, “but we were not allowed to do it!” Instead, the “Princeton” became the hairstyle of choice for boys at Cardigan, and fortunately it complied

For Two Decades, Stylist Trudy Allen Gets Cardigan Boys Ready to Roll

Trudy Allen has seen some pretty interesting

hairstyles come and go at the School since 1989.

Boys getting their school-year cuts in September 1982 in the Cardigan barbershop.

. . . in the Brewster Barbershop

Many thanks to Communications Associate

Ashley Finethy for contributing to this article.

Brewster Barbershop / Page 21Advancing Cardigan

with school rules. “A student who was the school leader was the first one to get the Princeton, I remember, and all of the other boys followed what he did—so we called it the ‘Bevis’ cut [after Brad Bevis ’94].”

One year, Trudy recalled, when the Red Sox were in the World Series, the buzz cut came back into style on The Point, initiated by a group of sixth-grade boys. “There were a group of them who weren’t on the list to get haircuts, but came in wanting buzz cuts in support of the Red Sox. Everyone got buzz cuts, but the Red Sox lost the game!”

Aside from battling with boys about disallowed styles, Trudy admits there have been other challenges in cutting the hair of middle school boys “. . . like kids not wanting to get their hair cut! That can be tough.” One particular appointment of that sort came to mind. “There was this little boy—whose name I cannot remember—and the first time he came to get a haircut he was scared to death.” Often, she’d been told, when a haircut slip would appear at a new boy’s dining table, he might hear tall tales from older boys about first-timers having to get their heads shaved. That may well have happened on this afternoon, but one compassionate young faculty member intervened to help the young lad confront his fear. “Mr. Haskell [Chip Haskell, Class of 1980, now a member of Cardigan’s Board of Trustees] sat right up in the chair with that scared boy on his lap. He reassured that boy, and I did the haircut,” which, incidentally, did not include a shave.

For a short few years, Trudy moved away and could no longer cut hair for the Cardigan Mountain School community. She wasn’t sure she would be able to again, but upon her return to the area—and specifically after she told Coach Jim Marrion she was available—they brought her back. “Coach wanted me back because he liked how I did the smooth haircuts I was doing and didn’t like the haircuts that were happening [while I was away]. So they brought me back and I have been there ever since.” (Rumor has it that Coach Marrion has even been having Trudy do his signature flattop for the past few years, but only since his regular barber retired. “He’s a really loyal guy,” she explained.)

As for Trudy, she has no plans to retire from cutting hair—or from doing so at Cardigan. She’ll continue to collect stories and serve our boys, getting each of them shipshape, sharp, and ready to roll!

Brad Bevis ’94

Marquis Daisy ’98

Mack O’Connell ’03

Drew Philie ’06

“Coach” James Marrion

Trudy Allen

(Right): Just a few of the cuts Trudy has done during her time at CMS. Past female members of the barbershop team over the years have included Carol

Eastman and Nicole Roberts; Tracey Barber (a licensed barber—with an ironic last name!) currently works with Trudy on haircut nights.


Hale and Hardy

I am very grateful for the opportunity, support, and resources to work closely with other departments here at Cardigan Mountain School to enhance the services of the Hamilton Family Student Health Center, with a focus on implementing proactive, visible opportunities for better health campuswide. The Health Center is indeed a busy place. Between

September and February we had more than 10,000 encounters, caring for our students, faculty, and family members. I am delighted that we have provided more than a place for “sick call,” nurturing an environment within the Health Center that characterizes it best as a “wellness center.”

Health Promotion

Our health promotion activities this year included a presentation at an all-school meeting on

preventing the spread of colds and flu. Students have enjoyed taking a flu activity quiz when visiting the Health Center, where hand washing and the use of hand sanitizer has been stressed. We honored National Dental Health Month in February with information about proper

dental care, including demonstrations of proper flossing technique, provided by Health Center staffers through PEAKS® classes. Health promotion activities will increasingly be part of our services, in order to encourage students to develop long-term healthy habits. School Counselor Lisa Perfield (who provides regular services at the Health Center) has been teaching stress management techniques to the PEAKS classes as well, and has been well received by the students there.

Team Approach to Care

Weekly medical team meetings are an opportunity to review students of concern and to collectively address their needs through a “wellness action plan.” The collaboration with Athletics is a particularly good example of the benefits of this team approach. Our improved concussion protocol and post-surgery planning is yielding great outcomes for students. We have adopted a case management style of care, which includes having the same Health Center staff member attend all visits with a particular student. The continuity of care, communication with parents, and timely follow-up has thus been enhanced and is being well received. Additionally, we have begun to research technology that would improve the efficiency of visits, referrals, documentation, and data tracking. There are many options to consider that dovetail nicely with our current schoowide database.

Addressing Timely Health Topics

The Health Advisory Committee, comprising volunteer faculty and staff members, gathered for its first meeting in early February to discuss crucial health topics and how they impact our community. Student nutrition

Promoting Community Wellness at the Hamilton Family Student Health Center

We are ever more mindful these days of the importance

of the health and safety of our community.

An Update from the Health Center

fromKarenGray,RNDirector of Health Services

Health Center / Page 23Advancing Cardigan

and stress management were two of the hot subjects onthetable.Goingforward,thisgroupofconcernedcommunity members will be a driving force in campuswide health initiatives.

We are ever more mindful these days of the importance of the health and safety of our community. I have been asked to lead the School’s emergency response group through a review process of our existing protocol, to identify areas for improvement, and to enhance planning and training procedures for our campus

community. We are fortunate to have the assistance of local emergency service providers, led by Fire Chief Bill Bellion [Town of Canaan], in this process.

I want to thank Cardigan students, staff, faculty, and families on behalf of the Health Center team, for the opportunity to care for wonderful people, for your support of the Hamilton Family Foundation Student Health Center, and for your commitment to the health and well-being of our Cardigan Mountain School family here on The Point.

Rosalind “Roz” Burke, RN and Mother . . . Compassionate caregiver at Cardigan since 1990

. . . and Daisy Burke, DOGOfficial “canine welcomer” since 2012

Health Care Is a Family Affair at the Hamilton Family Foundation Student Health Center

. . . Edward Burke, RN and Son Health Center staffer since 2012


On Tech Tuesdays . . .

Alan November, an international leader in education technology, is often cited for the wisdom that if you want to learn to be a carpenter, you become an apprentice to a master carpenter. Likewise, if you want to be a learner, you apprentice with a master learner. At Cardigan, our master learners (you know them as teachers)

are constantly learning new things, and collaborating to share what they’ve gained in the process. Among the many things to learn about, in this ever-changing digital age, are new tools and applications for technology that enhance our lives as both learners and teachers.

Fortunately for our community of inquisitive tech users, opportunities abound here on The Point—particularly in the winter months—to gaze into the window of our connected world. In the two winters since she joined the Cardigan faculty, Technology Integrator Ann Hamel has coordinated a highly successful series of “Tech Tuesday” continuing education opportunities for fellow faculty members. The program was enhanced this year with the addition of a few Thursday editions of Tech Tuesday, adding to the breadth of tech topics covered and increasing the opportunities for teachers to connect and share their own knowledge with their peers.

The list of topics covered in just the foundational year of the Tech Tuesday series reveals the dizzying scope of what our “master learners” make use of within their craft: Excel (beginner and advanced levels), Promethean board use, Activote, Edmodo, Scratch, Quizlet, Inspiration, Podcasting, Prezi, iWeb, iPhoto, iMovie, Logger Pro, Google Site, and Pencil Animation. Thisyear’s offerings will include repeats of many of the above, with numerous additional topics added to the mix. One such (new) offering is called“GoingPaperless”—aconceptapproachedin two completely different ways by two very different teachers: Andrew Cook is offering to explain how he uses TextEdit to create and distribute PDFs for his students. Mark Holt is going to cover how he manages student assignments digitally, via Google Drive, wherethey were once handled exclusively on printed paper. Mark is also offering a class that covers the philosophy behind, and benefit of, using Twitter as a communication tool with his students and their parents; in addition, he also offered to run a session to show how to create an online textbook.

Tech Tuesdays’ coordinator herself will also add to this year’s offerings; Mrs. Hamel will show learners how to use Excel Pivot Tables to help analyze large amounts of data. Alexis Hannis is sharing her experience with two classes, covering the creation and use of ePortfolios, as well as introducing learners to the mind-mapping and outline-creation software called Inspiration. Sarah Young will again be offering how to create awebsiteusingGoogleSites,aswellasasessioncalled “Game Is a Four-Letter Word,” duringwhich she will share some of the academic benefits of both using and creating games in order to learn. Jarrod Caprow has shared his expertise with iWeb to instruct other teachers who wish to learn how to make a website using that Apple software, and we’ve been able to entice Joy Michelson to return again this year, this time with the assistance of Ashley Finethy (shown above, left, assisting Tim Newbold), for a two-part class on iMovie.

. . . it’s Teachers Teaching Teachers

At Cardigan, our master learners (you know them as teachers) are constantly learning new things . . .

Talking Tech / Page 25Advancing Cardigan

On Tech Tuesdays . . .

The series will also include a visit from a representative from Promethean, the company that provides the interactive whiteboards that we use on campus, to show us some advanced uses of the boards in the classroom. We will also have a class from Heather Oliver about some advanced uses of PowerPoint. And for those faculty members wishing to learn more about databases and how to create them, not just use them, we will be offering a Filemaker class as well.

These technology sessions have proven to be extremely practical and valuable—and have certainly been an efficient means for faculty members to collaborate, sharing what has worked

Last November we were fortunate enough to have visitors to campus in the name of technology. Mr. Stew Dixon, a Cardigan alumnus (Class of 1980) and trustee hailing from Lake Forest, Illinois, and Mr. Michael Maguire, a Harvard University employee from Belmont, Massachusetts, joined our community—in a conversation, essentially—to get a sense of the various and varied current uses of technology in our program. The visit allowed them to better lend their expertise regarding additional directions in which the School could travel (technologically speaking) and some of the educational options that are at our fingertips.Giventheirbackgrounds(Mr.DixonhashisowntechcompanycalledVentureDNAandthushis finger on the pulse regarding “the future of digital,” and Mr. Maguire oversees a number of distance learning programs at Harvard and is thus very attuned to technology trends in education), their voices are certainly valued in our ongoing technology conversation.

During their visit, the two men were joined in the Haffenraffer Room in Admissions by nearly 20 students (representing all grade levels) who were eager to share their current experience with technology at Cardigan. They also met with a number of administrators and spent a few hours in one of the Bronfman classrooms, during which a number of faculty members—as well as a few more students—joined them for continued conversation. Information gathered from the pair was to be shared with program administrators to help assess current educational technology at the School, and to plan for the future.

Visiting Volunteers Talk Tech

well both for them and for the middle school boys in their classrooms. Amidst the intensity of boarding school life, and in a location that might seem far removed from the digital universe, Cardigan’s master learners are remarkably well connected.

Editor’s Note: Many thanks to CMS Technology Integrator Ann Hamel (shown at left) and Steff McCusker for contributing this article.

Mike Maguire (left) and Stew

Dixon ’80 on campus in

November.


Ready to Roll . . . Renovations to Kenerson and

Wakely Facilities to Begin in May the Campaign for

Cardigan 2020

Above: Architect’s rendering of the second story and addition being constructed this summer.

Left: The present one-story facility.

Renovations to the Wakely Center and Kenerson Athletic Center will achieve the following for the benefit of Cardigan students and staff:

•Newwrestlingroom.

•Expandedathletictrainingsuite.

•Newandexpandedfitness/weightroom.

•Largerandupdatedlockerroom(Kenerson).

•Lockerandshowerfacilitiesforfemalefaculty/staff.

•Additionalstorageforequipment.

Wakely Center

Special Thanks / Page 27Advancing Cardigan

This exciting enhancement to Cardigan’s athletic facilities was made possible by a gift from the Johnson family of Houston and Victoria, Texas, in honor of Mr. and Mrs. Norman C. Wakely.

Many Thanks to a Special Family

When David and Sally Johnson were first introduced to Cardigan Mountain School in 1976, they were seeking an educational option for their sons, Craig ’78 and Clayton ’79. Little did David and Sally realize that the educational goals they had in mind for their boys would lead to a relationship with Cardigan—and in particular with then-Headmaster Norman Wakely and his wife, Beverly—that would span five decades.

Over the years, David and Sally Johnson have been involved in every way imaginable, providing leadership, friendship, and loyal and generous support to Cardigan. Both Craig and Clayton Johnson have picked up the family legacy; each in his own way has been committed to Cardigan, and both have sent their own sons to our school.

Final confirmation of an extraordinary family gift to Cardigan happened during the week of April 8, when the Johnson family closed on the sale of a business that David Johnson’s father, Willard, established in the 1950s—coincidentally a time frame during which Cardigan Mountain School was making its move to our current location on The Point.

The Johnson family has pledged a gift of $7 million to Cardigan, which will endow the operating and capital expenses of the Cardigan Commons and will allow our school to finish unmet plans for the Wakely Center, as well as address a longstanding goal to fully renovate the student and faculty athletic locker spaces in Kenerson.

As a result of the extraordinarily generous support of the Johnson family, Cardigan can now roll on, looking toward our next major capital priority, the renovation of Hayward Hall as a full residence for students and faculty, adding three additional faculty apartments, as well as additional student rooms (and the upgrading of those in existence). Conversations have already begun

with members of the Cardigan community with regard to raising the $4.5 million necessary to achieve this next priority.

Again, we extend a heartfelt “thank you” from all of us to the Johnson Family!

David (standing) and Sally Johnson P’78,’79, and son, Craig Johnson ’78, at a Cardigan-sponsored dinner in the family’s honor at the Hanover Inn in February 2013.

Kenerson Athletic CenterLocker Room Renovation

Current Proposed


Congratulations!

www.cardigan.org/summer

Make this your best summer ever!

Cardigan Summer Session • June 29–August 8, 2013Canaan, New Hampshire • 603.523.3526 • [email protected]

FEATURING• Academic review and enrichment classes,

arts, athletics, and traditional summer camp activities on a scenic lakeside campus.

• Boarding or day program options.

• For girls and boys grades 3–9.

• Three- or six-week options.

Matt Rinkin, Director of Cardigan’s Summer Programs, Moves to Assistant Head of School/Dean of Faculty PostCardigan’s own Matt Rinkin, three-year veteran administrator of the School’s Summer Session program, will succeed Ryan Feeley as assistant head of school and dean of faculty this July. Mr. Rinkin reports that he is extremely excited about working with and supporting the Cardigan faculty, and he would add that “this is an exciting time in the School’s history, with so much work happening on our physical plant and to enhance our program. We’ve got great people—in both internal and external roles—and the board is supportive and energized. The alumni is as engaged as ever, the student body is full, and the character of the boys we have here has steadily impressed me throughout the time I’ve been here.” And we’re grateful to have this important work carry on with his optimism and guidance.

Early in February, Berwick Academy announced that Ryan Feeley will become its next director of the middle school beginning in July 2013. It was no surprise to us here on The PointwhenBAHeadofSchoolGregSchneider revealed thatMr.Feeleyhademergedasthe clear first choice for the position. “Our community universally responded to his poise, clarity, and humble model of visionary leadership,” he said. “In Ryan, I am confident that we have found someone who will capitalize on the existing strengths of our middle school while setting a course towards a dynamic future.”

And while he will certainly be missed here at Cardigan, we wish Mr. Feeley and his family the best of luck in this exciting transition.

Ryan Feeley to Lead Berwick Academy Middle School

“My husband and I have put the School in our estate plans because we feel it is deserving of its future, and boys in the years ahead will grow in its care.”

For more information about the Heritage Society, contact Douglas Lovell at 603.523.3662.

The Heritage Society at Cardigan

Tradition . . .

“I joined the board of Cardigan for a reason. The School offers a valuable educational option for boys during their middle school years, and because the School is distinctive for the size of its residential community, the joy it takes in growing boys into young men, and its philosophy of building on strengths (academic, physical, emotional) at a pivotal life juncture. In my 16 years as a trustee, my belief in Cardigan’s goodness and gifts remains firmly in place. My husband and I have put the School in our estate plans because we feel it is deserving of its future, and boys in the years ahead will grow in its care.”

—Meg Milne Moulton, Past Trustee 1995–2011

Mr. and Mrs. Peter Moulton, Heritage Society Members

62AlumniDrive•Canaan,NH

Get Ready!

SAVE THE DATE:Get Set!

Friday–Saturday May 31–June 1 Class of 1963 50th Reunion The Point

Saturday June 1 10:00 a.m. Alumni Tie Ceremony Humann Theatre

Saturday June 1 11:00 a.m. 67th Commencement The Point

Friday–Saturday October 18–19 Fall Parents’ Weekend The Point

Saturday October 19 Homecoming The Point

2013

www.cardigan.org

facebook.com/Joe.Cardigantwitter.com/cmscougars

youtube.com/Cardigan2ThePointinstagram.com/joecardigan

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