IT'S GREAT OUTDOORS! LE MUSÉE DES ENFANTS - Une liberté de choix et d'expression
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E C O L I N T M AG A Z I N E • N ° 19 AUT U M N / AUTO M N E 2 016 IT’S GREAT OUTDOORS! LE MUSÉE DES ENFANTS Une liberté de choix et d’expression SPORTING LIVES Alumni on track, field and piste
CONTENTS
6 9
3 A word from the DG
4 Library award;
La Chât gardens
5 Alumni Association;
Campus des Nations at 10
12 16
6 Berk’s story
7 Le Musée des enfants
8 Outdoor learning at Pregny
CONTACTS
EMAIL & TELEPHONE
9 Charity swim team
Foundation administration@ecolint.ch +41 (0)22 787 24 00
Admissions admissions@ecolint.ch +41 (0)22 787 26 30
10 Guidance at Ecolint
Alumni Office alumni@ecolint.ch +41 (0)22 787 25 55
La Grande Boissière reception.lgb@ecolint.ch +41 (0)22 787 24 00
12 Alumni teaching at Ecolint
La Châtaigneraie reception.cha@ecolint.ch +41 (0)22 960 91 11
Campus des Nations reception.nat@ecolint.ch +41 (0)22 770 47 00 14 2016 retirees
WEB
Foundation: www.ecolint.ch Boutique: www.ecolint.ch/boutique 16 Alumni in sport
Alumni: alumni.ecolint.ch Ecolint Camps: www.ecolint-camps.ch
Institute: www.ecolint-institute.ch Centre des arts: www.ecolint-arts.ch 18 Charitable trusts
MAKE A GIFT 19 From the archives:
Ecolint is a not-for-profit Foundation. Our Development Associate Brian Wahlen is Robert J. Leach
available to discuss ways of providing additional support via a regular or once-off donation.
Taxpayers from various jurisdictions, including the US, the UK and Switzerland, can benefit 20 The Back Board
from tax deductions (see page 18).
Visit: www.ecolint.ch/support Contact: brian.wahlen@ecolint.ch
+41 (0)22 787 26 19
ON THE COVER:
This photo was taken by Danica Leitner, an
IMPRESSUM
Early Years teacher at Pregny, during the
Editor-in-Chief: Michael Kewley (Director of Marketing & Stakeholder Relations) community work party that took place at
Managing Editor: Eoghan O’Sullivan (Head of Alumni Relations) Pregny last April. Read more about their
Editorial Team: Catherine Mérigay (Communications Manager), Outdoor Learning activities on page 8.
Francis Poncioni (Graphic Designer), Alejandro Rodriguez-Giovo (Foundation Archivist)
Printed by PCL Presses Centrales S.A. / Production 14,000 copies
International School of Geneva, 62, route de Chêne, CH-1208 Geneva
Echo is published twice a year by the Marketing & Stakeholder Relations Department, International
echo.magazine@ecolint.ch
School of Geneva and is also available on the school and alumni websites. For more information about
echo or to submit information for publication, or if you would like additional copies, please contact the
Managing Editor (eoghan.osullivan@ecolint.ch). The Marketing & Stakeholder Relations Department
has made every effort to ensure that the information contained in this edition is accurate and complete.
However, despite our sincere desire to avoid errors they might occur.
© Copyright International School of Geneva, November 2016.
2 N°19 | autumn / aut omne 2016
A WORD FROM THE DG
Welcome to the school year 2016-17! We
opened with record enrolment and so have
much to be thankful for in this remarkable
community of learners.
At the October meeting of the Governing
Board, we presented our impressive
IB results for our graduating students
from our three secondary schools in the
Foundation. Most have now moved on
to their university studies at a range of
institutions, mainly in North America, the
United Kingdom and Switzerland. (You can
read more about university guidance at
Ecolint on pages 10 and 11.)
GIRLS AND STEM LEARNING
Each year we analyse these results to look
for trends and patterns. For example we
look at gender. Sometimes, as has been
a feature of many education systems,
we have seen a tendency for girls to
achieve higher marks than boys overall.
This year, the Board discussion turned
to why there are so few girls taking The new STEM Centre at La Grande Boissière
Physics and Mathematics at Higher Level
in the Foundation. We talked about how
important it is, as early as possible, to STEM learning is one of our Guiding order their own priorities and decide their
ensure through our discourse and attitudes Principles for 21st Century Learning own fate.” And when we read about the
(sl.ecolint.ch/principles) and the new misogyny and objectification of women by
centre is the fruit of the Foundation’s the President-elect of one of the world’s
rich collaboration with EPFL, the world- superpowers we all realize that we must
renowned university based in Lausanne. be vigilant and resolute as we work with
The skills that we want to develop here today’s and tomorrow’s students to ensure
are divergent thinking; interdisciplinarity; that our boys and our girls learn to live out
innovation and entrepreneurship; project- Article 4 of our Charter in their respect for
based learning; group work; and real each other, for the benefit of all.
world problem solving. The attitudes that
this requires include open-mindedness, «L’activité de l’Ecole dans tous les
resilience, strong moral principles, domaines, et notamment dans celui de
collaboration and character. Some of the la pédagogie, aura pour fondement les
domains that we want our students to principes de l’égalité et de la solidarité
Prof Pierre Dillenbourg of EPFL opening grapple with in this arena include big data, entre les peuples et de l’égale valeur de
the STEM Centre with Vicky Tuck artificial intelligence, robotics and coding. chaque être humain sans distinction de
nationalité, de race, de sexe, de langue,
ARTICLE 4 de religion.»
that the sciences and maths are seen as Meanwhile, almost seventy years since
girls’ subjects; to invite into the school Simone de Beauvoir wrote Le Deuxième
professional women who excel in the fields Sexe and forty-six years since Germaine Vicky Tuck
of science and technology; and, above all, Greer – who visited both La Châtaigneraie Director General
to have accomplished female Maths and and La Grande Boissière last year –
Science teachers, passionate about their published The Female Eunuch, and despite
subjects, teaching our students. So we remarkable achievements by women in
are very fortunate to have a dynamic the 20th and 21st centuries, for example
woman heading our newly opened in the fields of literature, sport, music,
STEM (Science, Technology, Engineering, politics and academia, limiting stereotypical
Mathematics) centre in the Salève attitudes about women prevail. It can
building at La Grande Boissière, Marie- remain a challenge for some girls, in
France Labelle. Greer’s words, to “define their own values,
N ° 19 | a utum n / a ut om ne 2016 3
LES MARRONNIERS
NEWS AND UN JARDIN EN
LIBRARY: HÉRITAGE
RECOGNITION FOR
A BRILLIANT IDEA
Susan Kostelecky Schulz
Après s’être séparée de la la pérennité d’une partie de
Susan Boller (left) and Marie-Pierre Preece receiving the award maison de feu ses parents son jardinfamilial pour le plus
for their innovative application. à Founex, Susan Kostelecky grand plaisir des élèves et du
Schulz (La Chât ’77) a souhaité personnel du campus.
faire bénéficier la Fondation
How to encourage more young services, in over 20 languages, d’une donation peu commune. Les plantes ont été magni-
children to read and provide made by the students. Elle a proposé de transplanter fiquement arrangées dans
access to library resources The app received an enthusiastic dans les jardins de La les jardins du campus et une
24/7? It’s a challenge that has reception, with more than 1,000 Châtaigneraie une série de belle rocaille a été aménagée
been tackled brilliantly by Susan downloads. “The library app is végétaux comprenant des aux abords du Centre sportif
Boller and Marie-Pierre Preece, fantastic because it allows us roses, des tulipes, des jon- «Jura». Nous remercions
librarians at Les Marronniers, the access to the whole library whe- quilles, un lilas, un rosier sincèrement Susan pour son
Primary school at La Grande Bois- never and wherever we are. It grimpant et une majestueuse geste, ainsi qu’Alexandre
sière. Their achievement received so easy to use, which is great for herbe de la pampa, le tout Suëss, administrateur du
global recognition when they my girls who can play and read accompagné de plusieurs campus, et son équipe pour la
received the American Library all by themselves”, said Bettina pierres du Jura. Par cette tou- réalisation de ce projet.
Association Award in June 2016. Kearney, mother of Geneviève chante attention, Susan assure
and Jacqueline.
Some years ago, noting the
extent to which smartphones and Far from resting on her laurels,
tablets were part of everyday life
for most students, Susan saw
Susan has since developed a
new idea for the app: a QR code IN BRIEF…
an opportunity to be inventive. on the front cover that can be
She began searching for a way used to launch a video presenta-
to create a mobile app for their tion about the book in question. > The Foundation’s redesigned public website was launched
library. “The process was long “It works almost every time: during the summer. It provides a one-stop shop for anyone
and complex, as we had an after viewing the video the child interested in finding out more about our eight schools and three
extremely small budget and no puts down the device and opens campuses. See: www.ecolint.ch
particular expertise in information the book. It has been a huge
technology.” success!” > The first Annual Alumni Exhibition, featuring the work of Tyson
Skross (LGB '98), Matias Echanove (LGB '95), Natacha Steiner
The ‘Marronniers Library’ app In the end it is about putting tech- (La Chât '03) and Tania Grace Knuckey (La Chât '05), runs until 13
provides access to books to nology at the service of reading. January 2017 at the Centre des arts, La Grande Boissière.
read and information on many Aside from being a smart idea,
topics, through databases, links it demonstrates the passion and > Geneva-based alumni and seasonal visitors are welcome to attend
to age–appropriate educational commitment of Susan and Marie- B.E.E.R. (Best Ever Ecolint Reunion) on Wednesday 21 December
websites, book reviews by Pierre to giving students the keys at Mr Pickwick Pub. From 8 ‘til late!
students, information on author to the fascinating world of books.
visits and more. There are also > Kermesse dates for 2017: La Grande Boissière on 20 May;
animations explaining library Catherine Mérigay La Châtaigneraie and Campus des Nations on 17 June.
4 N°19 | autumn / aut omne 2016
ND VIEWS
ON THE #12 TRAM STUDENT-LED
CELEBRATIONS
– Did you see that B.E.E.R. is members are Micol Luc-
coming up again in Decem- chi (LGB ‘06), Karin Raton AT NATIONS
ber? Last year was lots of (LGB ‘70) and Frank Lunt
fun – I’m really pleased that (Former Staff ‘09). Ecolint’s
it’s becoming a regular thing first student, Loïs Meyhof- Campus des Nations celebrated
again. fer, is an honorary member, ten years of teaching and learning
as is Michel Pelletier (LGB during the past school year. The
– Yes, it’s great that the ‘61), who served as the celebrations were organized by the
Alumni Office organizes committee’s secretary for IB CP (Career-related Programme)
these events for us. an incredible 44 years! If students, writes IB CP teacher
you are interested in joining Zena Lawton. The chosen theme
– Actually, this one is or finding out more, please was peace and cultural diversity
organized by the Alumni contact Anna at anna_ and there were several delivera-
Association. szabados@yahoo.com bles: commemorative artworks, a be involved and passionate was
party and a film. time consuming. Support from
– It’s the same thing, right? – Now that’s dedica- Mr Parry, our Art teacher, was
tion! So how do I join the On 29 April 2016, all students of invaluable,” said Nisreen Fox. It took
– Wrong! The Alumni Office Association? the Saconnex and Pregny sites many meetings, class visits and
is part of the school itself, celebrated the tenth birthday with consultations to create two large
whereas the Alumni Associa- – You’re already a member. All a half-day event including games, scale composite works comprising
tion is an entirely separate former students and staff are food and craft activities. It was all 32 individual canvases as well as
body – and quite an old one considered members under put together by the sixteen Year creating a wall-height mural in the
at that. It was founded in the Association’s statutes. 12 CP students who are studying Saconnex cafeteria. “Hand print art
1935. They got rid of member- Art and Business (along with 2-4 was created with the Pregny stu-
ship fees some years ago. Diploma Programme subjects). dents, which was messy, but lots
– So it’s actually the As- There’s a Memorandum of of fun!” said Joelle Reisner.
sociation that organizes all Understanding between the As Hannah Tatam, a business
of these alumni events, like Foundation and the Alumni student, explained, “planning and The CP students also created a
the professional networking Association that allows for an running the event put the theory short commemorative film which
evenings and the Escalade annual payment from the for- of project and event management, celebrated student life at Sacon-
Dinners around the world. mer to the latter. This allowed a significant part of our business nex and Pregny. Louis explained,
for the abolition of fees. course, into practice; it was an “this really showed to me the
– Well, no, in fact. The honour and a challenge. Managing importance of time management
Alumni Office is the central – It’s a bit confusing having 1,000 students and 150 staff over and planning – rushing round at
coordinating point for most an Alumni Office and an four hours took a lot of planning the last minute due to technical
official alumni activities, Association. and hard work. This experience will issues was not fun.”
including the Escalade Din- really support my university appli-
ners. The Alumni Asso- – Actually it works very cations.” Marc McCullough, an art The film was shown at the open-
ciation – through its Central well – and remember that student, added, “the smiles on the ing of the event. Mrs Meyer,
Committee – focuses on the Association focuses kids’ faces made all the hard work Campus des Nations Principal,
Geneva-based alumni, run- primarily on social events in really worthwhile.” was proud of the way in which the
ning events like B.E.E.R., theGeneva, so for most things CP students had shown maturity
Spring Fondue, and so on. the first point of contact is “To close the ‘project manage- in working with staff and students
the Alumni Office. The As- ment loop’, which we’d learned and had demonstrated skill pro-
– I see. So, who’s on this sociation’s committee meets about in class, we collected gression, a key feature of the CP
Central Committee then? around once a month during feedback from stakeholders and course.
Can I join? term time and is in constant students. We were proud to find
contact with the Alumni that 90% of students and staff had The CP course is an IB qualifica-
– Sure! New members are Office. The biggest event is, enjoyed the day!” said Theodore tion which integrates the BTEC art
always welcome. The current of course, the Alumni World Allegra. and design or business qualifica-
chair is Anna Szabados (LGB Reunion, organized jointly tion with DP courses and a core
‘90), who recently took over by the Association and the COMMUNITY ART of personal and professional skills,
from Gisela Vargas (LGB Alumni Office. The next one The project board also wanted the service learning, language devel-
‘89), now the vice-chair. Pe- is in 2019. whole school to create commu- opment and a reflective project. It
ter Hachfeld (LGB ‘08) is the nity art to mark the celebration enables students to apply for and
treasurer and Theo Gill (LGB – That’s definitely one to look and bring colour to the campus. flourish at university.
‘69) is secretary, although forward to. In the meantime, Both Business and Art students
he’s leaving Geneva next see you at Mr Pickwick on were involved in the organization. For more information
year, so they’re looking for 21 December! “Developing a creative process that contact: alexandra.
a new secretary. The other could enable all 1,000 students to juniper@ecolint.ch
N ° 19 | a utum n / a ut om ne 2016 5
BERK’S STORY
BERK BALKIS (NATIONS ‘14) WAS ONE OF THE FIRST STUDENTS
IN SWITZERLAND SUCCESSFULLY TO COMPLETE THE ASDAN
DIPLOMA IN LIFE SKILLS. HE BENEFITED FROM THE EXTENDED
SUPPORT PROGRAMME AT CAMPUS DES NATIONS.
LEAD TEACHER CATHERINE NEWTON TELLS HIS STORY.
during
rmed on the piano
Berk Balkis perfo 2014.
ony in June
The Post-16 Extended Support Programme experience and helped in the ICRC library his graduation cerem
(ESP) at Campus des Nations opened in and in the reception and post room at
September 2011 and has expanded greatly Dupont. I liked this and my teachers came
since then, currently welcoming ten students with me to help me.”
with moderate to severe learning difficulties. A NOTE FROM
Students enrolled in this programme benefit During his time in Post-16, Berk travelled BERK’S FATHER BORA
from a high staffing ratio and individualized independently to and from school and
programmes to suit their ability, learning learned strategies for dealing with
On top of the life skills experience Berk got
style and future plans; they are supported by unexpected situations. He took part in all
during his studies in Post-16 ESP, he gained
qualified and experienced staff. outdoor education weeks – “we went on
two most important values: self-confidence
lots of trips, we went to Chamonix and to
– we happily noticed he became more
The programme is based in a state of Anzère. On one of the trips I tried skiing
eager to take some responsibility for doing
the art learning centre, which supports but I didn’t like this, as I was worried about
simple tasks since then – and the feeling of
academic studies and the development of falling. I liked snow-shoeing the best; we
belonging to a community.
life skills to allow the students to become did this at La Givrine and had a fondue!”
more independent. Students should all
During his period of illness, his motivation
leave school with a qualification to reflect Things haven’t always been easy for Berk
and ambition were always to go back to
their successes and learning. Some and he suffered a serious illness in 2012
school, meet his friends and teachers, and
students leave with the IB CP (Career- which required several operations and time
continue his studies. When he did go back
related Programme) qualification and go off school.
he was very well supported to fill in the
on to further education and others opt
gaps arising from his period of absence.
for a more vocational route. “I had to stay in hospital and at home and
These two values, we believe, will be key
I couldn’t come in to school. This made me
to his future life and we are grateful to the
MEET BERK sad. My teachers came to my hospital and to
Campus de Nations family for being such
Berk Balkis was born in Izmir, Turkey, and my home and we did some work together. I
an important part of our life.
arrived in Switzerland with his parents in was very happy to come back to school.”
2004. After initially starting at La Grande
Boissière campus, he transferred to GRADUATION
Campus des Nations at Pregny, closer to his He was very much part of the school team at Campus des Nations, in order
home, and then to Saconnex in September community; this was highlighted at the to build up his skill set and to ease the
2015. Berk was supported by the Extended graduation ceremony in June 2014 when Berk adjustment into an exterior workplace. He is
Support Programme at Campus des Nations received his ASDAN Diploma along with his IB currently being supported by an organization
in the PYP (Primary Years Programme), MYP friends and gave a performance on the piano. called Association Actifs, which supports
(Middle Years Programme) and in the Post- To show the place Berk had in the hearts of young people with learning difficulties.
16 ESP centre. those around him, he was nominated by his
teachers for a special award. In his free time Berk enjoys doing sports
Berk and his friend, Nathanael, were the with his father, particularly swimming and
first students in Switzerland to complete the “When I graduated I felt happy of course. I snowshoeing, spending time with his
ASDAN Diploma in Life Skills – a three-year played the piano at the graduation. I wore a brother, and watching sport on TV, mainly
curriculum focusing on specific life skills with suit and got a certificate from Mrs Meyer. Formula 1 and football. He likes to cook
the aim of students leading as independent a I felt proud. My mum and dad and my little with his mother and is looking forward to
life as possible. Berk’s family were delighted brother came too. My Post-16 teachers going on an activity week soon with Cap
that Berk achieved this qualification despite came to watch. I had a nice surprise, I won Loisirs: “we will have fun and I want to
having several months off school owing to a a special award called the ‘Principal’s Award’ make friends there”.
serious illness. The life skill areas that Berk – when I won this everybody stood up and
particularly enjoyed were cooking, personal clapped. I liked being with the whole of Year Along with the ESP team I feel privileged
safety and money management. 13, everybody looked happy and smart.” to teach and support students with
varying degrees of learning difficulties and
“It’s important to learn how to live Since graduating, Berk has volunteered in to witness the acceptance and support
independently”, noted Berk. “For the both the PYP and Secondary libraries and they receive from the other students at
Preparation for Work class, I did work has worked as part of the Service technique Campus des Nations.
6 N°19 | autumn / aut omne 2016
LE MUSÉE DES ENFANTS
EN 2000, CHRISTOPHE ROUX, ENSEIGNANT AUX MARRONNIERS, L’ÉCOLE PRIMAIRE À LA GRANDE
BOISSIÈRE, A CRÉÉ LE MUSÉE DES ENFANTS. FRÉDÉRIC MERCIER ET BASMA ZEIN, QUI POURSUIVENT
LE PROJET AVEC LEURS CLASSES 4 FRANCOPHONES, RÉPONDENT AUX QUESTIONS SUR CE PROJET.
Convaincu que l’éducation et l’enseignement réfléchissent, créent et, au fil de ces «J’adore ça parce que mon Musée
devaient être mis au service de la culture, activités, travaillent les différentes personnel, il me représente. Ça pourra
c’est en 2000 que Christophe Roux a eu composantes de la langue écrite. C’est m’aider quand je visiterai un musée pas
l’idée de créer le Musée des enfants. C’est un projet transdisciplinaire très complet virtuel.» Arsène
un projetde musée virtuel que les enfants qui permet aux enfants d’opérer des
construisent au fil de l’année scolaire. Il transferts de compétences. «J'aimerais découvrir les peintres que j'ai à
fonctionne selon une idée très simple, la la maison. J'adore dessiner les tableaux que
métaphore du musée personnel. Chaque N’est-ce pas un projet d’adultes dans j'ai choisis. Je veux pouvoir dessiner comme
enfant est conservateur en chef de son lequel les enfants ont peu de liberté ? tous les artistes du Musée des enfants.»
musée dans lequel il place ses créations Ce qui nous plaît, c’est justement que Dariga
(littéraires et artistiques) mais aussi le Musée des enfants est construit
ses choix d’œuvres de grands artistes, sur la liberté de choix et d’expression «Pour moi, le musée des enfants c’est
comme le ferait un vrai conservateur qui des enfants. Ce projet ouvre une porte un endroit où on peut stocker des peintures
régulièrement enrichit son musée avec de magnifique sur le monde de l’art et des et du bonheur.» Jocelin
nouvelles acquisitions. musées et leur donne l’opportunité,
en créant leur propre musée virtuel, de «J’aime ce travail parce que ça m’aide
Sur le plan pédagogique, cette activité du faire un lien entre leurs ressentis et l’art. à apprendre.» Tilly
Musée des enfants n’est-elle pas un peu Beaucoup d’enfants, qui détestaient mettre
à part, comme quelque chose qui vient les pieds dans les musées, demandent «Ma mère m’a dit que le musée des
s’ajouter au programme ? ensuite à leurs parents d’aller voir telle ou enfants c'est fantastique. Et elle avait
C’est vrai que l’art est souvent considéré telle exposition. Cette envie est motivée raison!» Alia
comme moins important, quelque chose par le sens qu’ils ont découvert et accepté
d’annexe, du temps passé à ne pas de donner à ces peintures. «Pour moi, le musée des enfants, c'est une
faire grand chose. Cette impression est richesse et de la joie. Plus tard, quand je
certainement renforcée ou même générée Pensez-vous que les enfants en gardent serai grande, je veux être une artiste très
par le fait que, dans de nombreux systèmes quelque chose une fois la classe 4 très connue pour qu'on m'étudie dans le
éducatifs, on donne une heure par semaine terminée ? musée des enfants.» Emily
au dessin pour 8 heures de maths. Difficile pour nous de répondre à la place
Lorsqu’on regarde des tableaux, le parcours des enfants. C’est pour cette raison que «J'aime le musée des enfants parce que
et les différentes étapes de la vie du peintre, nous avons repris des passages de leurs j'aime apprendre des choses sur des
c’est à la sensibilité des élèves que l’on témoingnages et de ceux de leurs parents: artistes que je ne connais pas. Il y a des
fait appel. Il s’agit alors d’éduquer à ce que peintres incroyables! Il y en a aux quatre
représente le “beau” dans les différentes «Je peux montrer mon musée à ma famille. coins du monde!» Tomas
cultures et pour chacun de nous. Est-ce un Quand je serai plus grande, je pourrai me
apprentissage inutile? rappeler de ma quatrième année. J’aime «Mon fils avait des références artistiques
ce travail parce que je peux montrer que j’ai et reconnaissait des peintures qu’il ne
L’ADN de ce programme est appris beaucoup de choses en quatrième connaissait pas avant.» Christine
pédagogique: les enfants écrivent, année.» Sophia
«Le Musée des enfants était un facteur
de communication parent/enfant, mais
amenait aussi des recherches et des visites
de musée. Ma fille partageait ses nouvelles
connaissances sur les oeuvres qu’elle
choisissait.» Sophie
«Le Musée des enfants a prédisposé ma
fille à apprécier l’art et lui a permis d’affiner
ses ressentis par rapport aux œuvres
rencontrées.» Magali
N’hésitez pas à venir nous rendre
visite sur le site :
museedesenfants.ecolint.ch
Christophe Roux, Frédéric Mercier et Basma Zein fêtent le
Musée des enfants en compagnie des jeunes conservateurs.
N ° 19 | a utum n / a ut om ne 2016 7
IT’S GREAT OUTDOORS!
ECOLINT’S EARLY YEARS SCHOOL AT PREGNY IS SURROUNDED BY A RICH NATURAL ENVIRONMENT,
BOTH WITHIN THE SCHOOL GROUNDS AND OUTSIDE AT THE PARK OF THE CHÂTEAU DE PENTHES AND
THE JARDIN BOTANIQUE. SCHOOL PRINCIPAL BECCI LEE EXPLAINS HOW THEY’RE BRINGING STUDENTS
CLOSER TO NATURE.
We have several different playground areas at
Pregny, including an extensive grass playing SPOTLIGHT
field, two (very popular) large sandpits and a ON CLASS 1B
beautiful natural forest, complete with small
hilly areas, wood chips underfoot – to ensure
gentle landings – and shade provided by a Children from Class 1B spent every
wide variety of trees. Each class has its own Monday afternoon outdoors last year,
garden plot containing a range of flowers and with their teacher Mrs. Keen and
vegetables, depending on the season and teaching assistant Béatrix.
what the children have chosen.
Enjoying the community work party last April, “Every Monday afternoon in 1B we take
Elizabeth (right), Hannah and Hannah’s mum our learning outdoors. Whatever the
With this wealth of natural resources at our
Sarah. (Photo: Danica Leitner) weather, we visit our favourite places
fingertips, we believe it is essential to maxi-
mize the children’s opportunities for learning around Château de Penthes. We inquire,
outdoors. It is this vision that inspired us to sl.ecolint.ch/outdoorclassroom), two mud observe, create, cooperate, problem
make Outdoor Inquiry an area of focus during kitchens and a willow teepee. These spaces solve, communicate and learn about the
the 2015-16 school year. have enhanced our learning environment and environment. The students love the many
the children’s experiences outdoors. opportunities we have to be risk takers:
All children start school with a variety of prior climbing, rolling, touching and even tast-
experience with regard to the great outdoors. As we look ahead, we are introducing an area ing! Outdoor Inquiry offers a fantastic
Some are very comfortable in the outdoor for outdoor music-making at the bottom of opportunity for students to develop their
environment, whereas others have grown up the forest in our playground. Several other social skills, build responsibility and con-
spending little time there. At Pregny we have teachers are planning to include Outdoor In- nect with the world around them.”
decided to prioritize this area of learning, quiry in their timetable each week. Pregny is
not simply because we have the facilities to one of the first schools in Switzerland to have Student reflections on Outdoor Inquiry:
do so, but because we believe that offering signed up for the Eco Schools programme (in Akihide: “I have learnt to be peaceful.”
children opportunities to connect with nature partnership with the local organisation J’aime Amber: “I like observing nature...I saw
aids the development of the whole child and ma Planète). We look forward to working on frogs and I observed tadpoles!”
is essential for their physical and social/emo- this with the whole school community over Ashmeeka: “I learnt to hang upside
tional wellbeing. Our students have many the next few years. down in the bouncy tree.”
chances to connect and become familiar with Cala: “My favourite part is observing
the natural environment, either during their Learning to care for the planet is a key feature animals in nature because it’s so calm.”
daily breaks or during the variety of lessons of our curriculum and taking action is an Chloë: “I’ve learnt to be caring with
and clubs that take place outside. integral part of the International Baccalaure- living things.”
ate Primary Years Programme. As we are Emil: “I love climbing in the bouncy tree,
As a staff, we have worked with an eco/for- fortunate to have such natural surroundings listening to nature and having fun.”
est school consultant Gilly Webster (www. at Pregny, we continue to strive to ensure Giada: “I have learnt to not pick flowers
naturesplayscapes.com) to develop our un- that the children take responsibility for them because otherwise they are not living.”
derstanding and skills in the area of outdoor and can enjoy their immediate environment Giulietta: “I’ve learnt to be a risk taker
learning. We introduced a selection of natural, as much as possible. climbing.”
loose materials for the children to explore and Saeed: “I’ve learnt to be responsible.”
play with outdoors and we take the children
outside to learn in different weather condi-
tions and seasons.
The activities at Pregny are just one
OUTDOOR CLASSROOM example of how Outdoor Learning
Our ‘Pregny playground community work enriches our Primary curriculum
party’ was a particular highlight. On a fresh throughout the Foundation. Around thirty
Saturday in April 2016, interested parents, teachers at La Châtaigneraie are using
staff and children came together to work their recent Forest School training, while
on three projects to enhance our outdoor The outdoor classroom at Pregny. at La Grande Boissière a new sentier
spaces. Collaboratively, we built an outdoor (Photo: Danica Leitner) didactique is in development.
classroom in the forest (see time-lapse video:
8 N°19 | autumn / aut omne 2016
SWIMMING FOR SERVICE
KEITH BROWNE, TEACHER AT CAMPUS DES NATIONS, TELLS THE STORY OF EIGHT GIRLS
WHO SWAM ACROSS THE ENGLISH CHANNEL AND LAC LÉMAN TO RAISE MONEY TO SUPPORT
OBSTETRIC FISTULA SUFFERERS IN AFRICA.
In the early hours of 9 August this past
summer, they were met at the harbour by
the father and son pilots who would act as
their guides. It was that time of the dark
night between the homeward wande-
rings of the end-of-party revellers and the
wake-up of local fishermen. The water of
Folkestone Harbour on the southernmost
coast of England was choppy and cold as
a salty breeze followed the mist off the
sea. The first four of the eight girls who
made up the ChaCha Team hauled their
gear on board the small fishing boat that
would escort them through the night and
the next day. An official observer from
the Channel Swimming Association, their ChaCha Team (L to R): Theodosia Catsiapis (Le Rosey), Ottavia Austin (Nations),
coach, and the mother who organized the Lelia Weyrich (IIL), Ludmilla le Marié (Le Rosey), Mira Browne (Nations),
logistics gave parting reassurances to the Margaret Koudriaev (LGB), Josephine Brenoe (Nations) and Anouk Emmert (LGB).
assembled parents. Seated in front is their coach Kathy Bates, who has herself completed the Channel relay.
For the next twelve hours the four-person the condition when she visited the Hamlin and Ludmilla le Marié from Le Rosey, the
relay team would brave the open waters Fistula Ethiopia clinic, and in response ChaCha Team was formed. With generous
of the English Channel from Dover to she founded the charity T.E.Y.Y.A. - “To sponsorship and impressive fundraising
Calais, the busiest shipping route in the Empower Youth by Youth Action”. efforts, the girls managed to raise an
world, as they swam to raise money for a astonishing 110,000 CHF.
humanitarian cause thousands of kilo- Known as the modern-day leprosy
metres away. The second team of four because of the banishment that many FROM LA MANCHE TO LÉMAN
girls watched their friends’ progress on so- woman experience, obstetric fistula has As soon as the two teams had finished
cial media, knowing that they would soon recently come more into the public eye. the English Channel crossing, the ChaCha
follow if a narrow window of agreeable Fistulas are tears in the birth canal that girls began to prepare for a swim closer to
weather opened wide enough for them to arise from prolonged and obstructed home, but certainly no lesser challenge.
swim as well. After some anxious days of child birth, often due to the young age of Setting out from the Château de Chillon on
waiting it eventually did, and the second the mother. Because fistulas can occur the Lac Léman shores near Montreux in
team also braved the murky, jelly-fish between the vagina and the urinary tract late September, the girls swam an eight-
swarming waters of La Manche. As the or the vagina and the rectum, women with person relay, arriving in Geneva 23.5 hours
first team had done a week earlier, the the condition uncontrollably leak urine or later, setting a record along the way. At the
second relay team touched the shores of faeces. When the smell becomes unbea- time of writing, fundraising from this latest
France and the eight girls from interna- rable, the women are often sent to live swim was approaching the goal of 16,500
tional schools in Switzerland had accom- alone, a life of shame and isolation. But the CHF, earmarked to pay for the medical
plished a feat of dedication and endurance condition is easily preventable by a minor training of midwives to work directly in field
that has been achieved by fewer people operation that can be performed by trained clinics in Africa.
than have climbed Mount Everest. field midwifes for as little as 600 USD.
What is next for these eight remarkable
PREVENTABLE CONDITION The original vision was to raise money for young ladies? Certainly their enthusiasm
The Channel crossings took place over 100 operations and, with this goal in mind, and perseverance know no limits and
a week in August 2016, but the gene- the “Channel Challenge” grew to eight they are already looking toward their next
sis of the swim came more than a year recruits from different international schools challenge. For more information or to help
earlier, through the initiative of Theodosia around Lac Léman. Five girls joined from contribute to their cause, please visit:
Catsiapis, a student at Institut Le Rosey, Ecolint: Mira Browne, Josephine Brenoe www.chacha.team
who took up the cause of African women and Ottavia Austin from Nations; and Mar-
suffering from obstetric fistula as her garet Koudriaev and Anouk Emmert from
service project. Theodosia had witnessed LGB. Along with Lelia Weyrich, from IIL,
first-hand the suffering of women with and the two original members, Theodosia
N ° 19 | a utum n / a ut om ne 2016 9
GUIDING LIGHTS
NAVIGATING THE COMPLEX PROCESS OF APPLYING TO UNIVERSITIES CAN BE A DIZZYING
PROSPECT. FORTUNATELY THE FOUNDATION HAS A TEAM OF PROFESSIONAL GUIDANCE
COUNSELLORS WHO KNOW THE STUDENTS AND THEIR OPTIONS. DR KAREN TAYLOR,
ECOLINT’S DIRECTOR OF EDUCATION, PROVIDES THIS OVERVIEW.
Imagine that wonderful moment when a student interest lies. This is important to
young man or woman proudly walks across remember, for throughout the process the ALUMNI
the stage to receive his or her Ecolint di- aim is to help students to make the choices MENTORS
ploma. What they feel as they reach out their best suited to their needs and strengths.
hands to take that well-deserved diploma is
likely a mixture of emotions: relief that exams In the intervening years, there are career Our alumni community around the world
are over, pride at having reached this rite and college fairs, such as the Council of represents one rich source of inspiration
of passage into adulthood, sadness at the International Schools fair hosted by La and support for graduating students.
thought of leaving friends, family and child- Châtaigneraie, and many visits to the An eMentoring platform that is set to be
hood behind, and excitement for the future. schools from university representatives. In a launched later this year will make it even
world where information is at our fingertips, easier for young alumni and perhaps, in
The vast majority will enter into university students may and should do considerable time, current students to tap into that
in the autumn and many, many months research on their own via the internet but valuable network.
of work will have gone into preparing the individual conversations they have
applications, making the appropriate choice, with college representatives and, most
revising, and sitting exams. In fact, for importantly, their own guidance counsellors, student. Our guidance counsellors come to
most of them the last year at Ecolint has are invaluable. know the students in a variety of contexts
probably been quite stressful. And yet, in – a number are also classroom teachers –
addition to their classroom teachers, there A PERSONAL CHOICE and they know the universities equally
is another core group of educators who Let’s pause for a moment and consider well, thus ensuring they are well placed to
have supported each of those students in the term guidance counsellor. In the steer students in the right direction.
the process of selecting and applying to anglophone world of education, the use of
universities. the term “guidance” may suggest some The right direction… the right choice…
degree of pastoral care. What Ecolint’s what does this mean? The right choice
On each campus of the Foundation, guidance counsellors offer is, in fact, a is not something that can be externally
guidance counsellors work closely with precious combination of academic and imposed or dictated by some official (or
students to lead them through the higher pastoral counselling (in conjunction with unofficial) ranking of universities. The
education application process. Initial other staff who focus solely on pastoral right choice is personal. Because they are
conversations begin as early as Year 9, as care). When students are considering well integrated into the life of the school,
students make course option choices that which university to attend, they require our guidance counsellors know their
may have an impact on future decisions. expert advice that not only takes into students well. They spend many hours in
However, those subject choices are not account the academic requirements conversation with students about their
really about eventual university entrance; of a given university, but also the interests and skills in order to help them
rather they are about determining where personal needs and characteristics of the find the best individual fit as they move
»
Beatrice Hoesli Luc Hamzavi Krista Despotovic-Jacobson
10 N°19 | autumn / aut omne 2016Sally Walker Ben Colliard Mira Shibaru
forward in their lives – this is a particular secure their child’s future. Fortunately, goes on to make a successful career as a
source of professional satisfaction to our Ecolint prepares children to enter a photographer or graphic designer.
counsellors. They are both looking into the world with the thinking skills required
child and looking toward the future. for success. Increasingly universities From its inception, the International School
and businesses are calling for young of Geneva has placed the child at the
And that future is changing. Not so long people who are creative thinkers and centre. At this last stage of their Ecolint
ago, when the parents of our current problem-solvers. The critical thinking career, our students are clearly still at the
students were applying to university, this skills developed in the course of the IB centre and their voice is essential in the
often implied certain decisions about career diploma and certificate programmes and process of determining future choices. Our
choice. This is less and less the case. that are core to the Ecolint education are guidance counsellors work to find the best
Careers are changing constantly. If their precisely what will allow our students personal fit for each and every one of them,
parents often made a professional choice for to succeed at university or in a technical based on their particular gifts and strengths,
life, many of our young people will change school and beyond. Exam results and be they intellectual, artistic, technical or
careers many times over. New careers are higher education admittance records otherwise. When our students walk across
being invented every day. There are many reflect this. But it is the particular stories the stage to receive their diploma, they have
more choices open to students now, in of individual success that matter most: every reason to feel hopeful excitement for
terms of available programmes of study, the child with learning differences who the future, and the support of the Ecolint
than ever before. It is one of the reasons succeeds in attaining the diploma and community will extend into that future.
our guidance counsellors enjoy so much enters the university of his or her choice;
the work that they do. To explore this wide the certificate programme student with
range of options with students and to help exceptional artistic skills and talent who UNE ATTENTION
them find the school and programme that PERSONNALISÉE
will bring that individual student the greatest
satisfaction is hugely rewarding. Ecolint’s Guidance Counsellors:
Beatrice Hoesli, Ben Colliard, C’est l’une des fiertés de l’Ecolint que
A SEARCH FOR CERTAINTY? David Wynne-Jones, Ellyn Levin, d’associer les mondes anglophone et
Naturally, in this ever-changing world Krista Despotovic-Jacobson, francophone au sein d’une institution
with its endless array of choices, there Luc Hamzavi, Mira Shibaru, bilingue et biculturelle. Celles de nos
is little certainty, and this is most often Sally Walker, Mark Grant (not pictured). familles qui viennent de l’univers fran-
what parents understandably seek, to cophone ne seront probablement pas
familiarisées avec le travail qu’accom-
plissent nos «guidance counsellors».
C’est que la procédure de candidature à
la plupart des universités européennes
est relativement simple et plutôt
administrative; elle est en cela très
éloignée de la procédure individualisée
qui a cours dans le monde universitaire
anglo-saxon. Nos conseillers, qui sont
parfaitement au fait de cette dernière,
sont à même d’orienter nos élèves vers
l’université qui leur convient le mieux.
C’est cette attention personnalisée,
associée à leur connaissance, qui
rend si précieux ce que nos
conseillers apportent à nos élèves
et à leurs familles.
David Wynne-Jones Ellyn Levin
N ° 19 | a utum n / a ut om ne 2016 11THE RETURNEES
CONTINUING OUR SERIES ON FORMER ECOLINT STUDENTS WHO HAVE RETURNED
TO TEACH AT THEIR ALMA MATER, IN THIS EDITION WE MEET MATT WELLING (LA CHÂT ’01)
AND HUBERT SCHNEEBELI (LA CHÂT ’93).
Matt WELLING What or who inspired
(La Chât ‘01) you to be a teacher?
I became involved in
> Science Teacher mentoring and tutoring
> Secondary School, La Châtaigneraie Chemistry right after
completing my IB
When did you start teaching at Ecolint, diploma. During my
and on which campus? PhD I taught seminars
I completed my International PGCE and practical classes to
(with Ecolint’s Institute of Learning and undergraduates at EPFL
Teaching) at LGB and Campus des Nations and Friedrich-Schiller
in July 2012. I then joined the Science University. I realized that
Department at La Châtaigneraie for the I looked forward to those
start of the 2012/13 school year. moments during which
I was working closely
When were you a student and at which with others. I moved
campus? to Cambridge, UK
I am an alumnus of the La Châtaigneraie after my PhD and was
campus. I attended the school from Year faced with a decision
1 through Year 13, with a short break in of whether to continue
Year 8 during which I was a student at the in academia or begin a
International School of Moshi, Tanzania. career in education. This
was a surprisingly easy
What did you do after leaving Ecolint? decision. It was clear
I obtained my MSci in Chemistry from that an International
Bristol University, UK. I then returned to PGCE was the way
Switzerland to begin my PhD in Chemical forward and that Ecolint
Ecology at EPFL, Lausanne. During this was the best place for
time my supervising professor accepted a me to achieve this.
position at Friedrich-Schiller University in
Jena, Germany and I followed him there to Are you ever, as a
continue my research. Having completed teacher, reminded of
my PhD, I went travelling before starting your former life at
my teacher training under the International school?
PGCE programme here at Ecolint. Much has changed since
I was a student. The
single biggest change
has probably been
myself. Nonetheless, I am still reminded of students. The quality of the experience that
my time at school by social group dynamics is offered to students has remained rich.
and, oddly enough, chemistry lab reports.
I now teach Higher Level Chemistry. What are the best things about
being a teacher?
What are the main differences about 1) Waking up each morning and being
Ecolint compared to when you were happy to go to work;
at school? 2) Teaching is a noble profession;
I would suggest that the major difference 3) Working with others in a facilitation
is that the world has entered into the role and, as a consequence, seeing
information era. When I was at school, people grow;
Netscape (one of the first internet 4) You are needed in (every) society;
browsers) had just been launched. On 5) As a consequence of the previous
Matt Welling in 2001 top of that the school has become much point, the world’s doors are open.
larger both in terms of teaching space and
12 N°19 | autumn / aut omne 2016Hubert SCHNEEBELI
(Rigot/La Chât ’93)
> Responsable du dép. de géographie
> Ecole secondaire, La Grande Boissière
Quand avez-vous commencé à
enseigner à l’Ecolint et sur quel
campus ?
J'ai commencé à enseigner en 1999 à
LGB. Au départ, quelques cours d'appuis
pendant l'été puis un temps partiel dès
septembre.
A quelle période étiez-vous élève
et sur quel campus ?
J'ai été élève en 1979/1980 (si je me
souviens bien) à la ferme Rigot pour la
classe enfantine puis j'ai dû patienter un
an que la construction de l'école primaire
de La Châtaigneraie soit finie pour faire
partie de la première volée en septembre
1981 en intégrant la classe de 2e de
Madame Guenin. Je suis resté 11 ans à
«La Chât». des anecdotes jaillissent au cours de voir que l'expérience que j'ai eue existe
nos discussions et rappellent alors ces également sur les autres campus et
Qu’avez-vous fait après l’Ecolint ? moments qui ont marqué mon parcours qu'elle fait réellement partie de l'identité
Après avoir obtenu la maturité fédérale, à l'Ecolint. de la Fondation. L'investissement des
j'ai passé une année à étudier le design collaborateurs, au-delà de l'approche
sur la Riviéra vaudoise, à la Tour-de-Peilz. purement académique, demeure une
J'ai eu l'occasion de m'envoler pour Los particularité de notre institution et les
Angeles où j'ai poursuivi mes études élèves en parlent encore de nombreuses
supérieures. Alors que tout me présageait années après leur passage. C'est,
un avenir américain, le hasard de la vie personnellement, ce qui m'a marqué le
m'a ramené à Genève. plus au cours de mes douze années en
tant qu'élève, et probablement ce qui m'a
Qu’est-ce qui vous a poussé à aussi motivé à continuer mon parcours à
enseigner ? Comment et pourquoi l’Ecolint.
êtes-vous revenu à l’Ecolint ?
Cela peut sembler banal, mais j'avais tout Qu’appréciez-vous le plus dans
simplement envie de partager ce que j'ai le métier d’enseignant ?
eu la chance d'apprendre, de participer Il y a trop d'éléments pour pouvoir tous
à la transmission de l'Esprit Ecolint, les citer ici. Accompagner des jeunes
cette «chose» que nous avons tant de dans leur développement est un élément
peine à expliquer, mais qui pourtant nous très motivant, me semble-t-il. Le contact
anime. Le côté international de notre Huber Schneebeli en 1985 humain également, parce que c'est une
communauté, lui aussi, était déterminant richesse incroyable et qu'avoir la possibilité
pour le choix de l'Ecolint. de tant de partages avec les élèves et
En quoi l’Ecolint d’aujourd’hui les collègues est une chance. Alors que
Avez-vous parfois des souvenirs de diffère-t-elle de celle que vous avez certaines personnes extérieures au monde
votre vie d’élève qui ressurgissent ? connue comme élève ? de l'enseignement peuvent y voir une
Très régulièrement, des situations J'ai eu la chance de vivre l'époque inévitable monotonie, je vois au contraire
ressurgissent du passé. Les rencontres «familiale» de l'Ecolint, La Chât étant une diversité réjouissante et un étonnement
quasi annuelles avec un groupe de un plus petit campus le permettait permanant qui nous permettent d'échapper
«copains de classe», parfois de manière peut-être plus facilement. Quant aux à une éventuelle grisaille.
plus sporadique avec ceux qui sont plus changements que nous pouvons observer
lointains, entretiennent nos souvenirs au sein de l'Ecole, ils ne sont que le
respectifs. L'histoire commune partagée reflet de l'évolution de la société dans
avec des collègues et amis, qui étaient son ensemble. Ce sentiment, solide,
mes professeurs à l'époque, contribue de faire partie d'une communauté reste
largement à ces clins d'oeil. Des noms, cependant inchangé, et je suis heureux de
N ° 19 | a utum n / a ut om ne 2016 13THE GREAT ESCAPE!
IN 2016, FIVE TEACHERS RETIRED FROM LA CHÂTAIGNERAIE SECONDARY SCHOOL AFTER
A COMBINED 128 YEARS TEACHING THERE. THEY WERE JOINED BY TWO COLLEAGUES
FROM THE PRIMARY SCHOOL. RICHARD ROBINSON AND MICHÈLE RICHARD PAY TRIBUTE
TO THEIR FORMER COLLEAGUES.
Gary Stahl Allied to that is her intellect; her breadth Philip Wingate
began at La Chât of knowledge is incredible. She had high arrived in 1978.
as a PE teacher expectations as she wanted her students His career has
in 1981. After a to perform to the best of their ability. She been a vocation
year he moved has inspired many to a lifelong love of rather than a job;
to the English literature, and as an English teacher that is he has shown utter
Department, as good as it gets. devotion to the
also teaching school.
TOK (Theory of Philip has taken
Knowledge). He ran the Badminton Club more than 120 History field trips and been
for 14 years, while also coaching volleyball Pat McKinzie the mainstay of the Students’ League of
for 18 years. joined the school Nations for over 30 years. He has been on
in 1996. The every field week for 38 years. For many
The word legend is often used too freely, school community of those years he was trip leader and,
but when it comes to talking about learned during her along with John Schumann, organized the
someone like Gary it doesn’t suffice. His inspiring speech Strasbourg and Budapest trips. He even
ceaseless sense of care and duty has been to the graduating came out of retirement to help out again
an inspiration to all who worked with him. class of 2016 that this year!
Mention a random text or theme in literature she was awarded
one day and the next you would have a the first women’s basketball scholarship The time spent outside the classroom
couple of sheets covered in capitalized in Ilinois and played in the first women’s educating our students adds up to more
notes. Try to impress him with a book you professional basketball league in the than two years of his life. For many years
have read and you would find three better United States before finding her way to Philip was also the La Chât staff observer
ones you’d never heard of on your desk the Europe. (See alumni.ecolint.ch/mckinzie) on the Board. His vast knowledge of the
next morning. His humility has always stood Foundation and his experience of some
out too. That in part explains why he is still She was the senior girls’ basketball team of the more turbulent cycles of Ecolint’s
happy to keep learning – something we coach alongside being a teacher in the history was reassuring: he always had
should all aspire to. English, Learning Support and Physical a calming word or thought to put our
Education departments. Not only was Pat concerns into context. He also led a very
An alumnus wrote: “Thank you Mr Stahl for the consummate professional in teaching successful Humanities Department.
inspiring us with the art of English beyond specific skills, strategies and tactics to His integrity, fairness, kind manner and
the written word.” enable all her students to succeed, she willingness to listen to others’ opinions
also had incredible personal skills that made him a great leader.
allowed her to show compassion and
perseverance and to inspire others, all One of Philip’s claims to fame is that he
Jill Young arrived while surmounting her own personal is still playing football twice a week and
in 2001 to teach obstacles. was the last remaining member of staff
English and TOK. who played against the Brazilian World
Both students and Sarah Smith, an alumna from 2014 said: Cup winners in 1984!
staff have been “Mrs McKinzie was an amazing coach.
inspired by her Organized, passionate... and during
passion – often a games, pretty terrifying! I am truly
powerful thing. Jill grateful to have met her and to have Nick Bates
enjoys debating developed such a bond with her. I have worked at La
and not purely for the sake of it – the learned so much from her and I feel that Chât from 1998.
English Department benefited from a sharp she’s played a big role in the person I Although born a
voice and the odd uncomfortable question. have become today. She is a woman I Zimbabwean, he is
will always look up to.” the quintessential
Jill is incredibly insightful. Over the years stoic Englishman –
she was a point of reference for many. betokened not just
While it is easy to go looking for the by his love of tea,
answers you want to hear, with Jill you but also by his refusal to acknowledge
knew she would be fair and objective. illness.
14 N°19 | autumn / aut omne 2016You can also read
