Miss Hall's alumnae magazine | spring 2018
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Miss Hall’s
alumnae magazine | spring 2018
MISSION
Miss Hall’s School inspires and encourages each girl to pursue the highest standards of learning and character; to contribute boldly
and creatively to the common good; and to seek a purposeful life based on honor, respect, growth, and personal authenticity.
CORE VALUES
Authenticity—At MHS we are committed to helping each girl to develop, test, comprehend, and act from her own spirit,
core values, abilities, expertise, and judgment.
Honor—The concept of personal honor is an enduring and immutable standard by which we tell others how we want to be measured.
Once developed, personal honor is the benchmark by which to judge all our actions.
Respect—Respect for others begins with respect for self. Open-mindedness extends beyond mere tolerance to include active
concern for and service to others. We cherish the traditions of the past and embrace the challenges of the future.
Growth—We value challenge in a nurturing environment. We also value curiosity, clear thinking, and academic accomplishment.
We encourage the development of resilience, determination, and self-confidence for a lifetime of learning in a world of constant change.
BOARD OF TRUSTEES EMERITUS TRUSTEE ALUMNAE COUNCIL
Stacey Sotirhos ’89 Alisha Arnold Foster ’78 ADVISORY COUNCIL Katie Grace Deane ’05 Vanessa E. Stair ’06
President Arlington, Virginia President Brooklyn, New York
New York, New York Lee Auchincloss Link ’61 Boston, Massachusetts
Caroline Rutter Frazer ’64 New York, New York Cece von Tiesenhausen-Hush ’06
Laura H. Harris ’74 Gloucester, Virginia Kristin Jenkins Wallace ’88 Annapolis, Maryland
Vice President Jacqueline B. Mars ’57 Vice President
Wakefield, Rhode Island Carolyn A. Green ’74 McLean, Virginia Collegeville, Pennsylvania Lindley Wells ’09
Clarksville, Maryland Williamstown, Massachusetts
Jane S. Joukowsky P’13 Susan P. O’Day ’77
Vice President Rebecca Hajjar ’89 Pasadena, California
Brookline, Massachusetts Kip Searle Abbott ’64
Providence, Rhode Island Manchester, Massachusetts
Bonnie Campbell Perkins ’57
Christopher Pope P’07 Herbert “Pete” Jaques, Jr. Denver, Colorado
Lambertville, New Jersey Petty Chen ’12
Vice President New York, New York
Dedham, Massachusetts Patricia Manley Smith ’55
Stephanie Lawlor Kadnar ’90 Norwich, New York
Winchester, Massachusetts Wei “Cami” Chen ’09
Scott Quigg P’14 Somerville, Massachusetts
Treasurer Theresa S. Thompson ’64
Stacy Kirk ’90 Lewisburg, West Virginia
Montrose, Pennsylvania Charlotte, North Carolina Chrissy O’Boyle DeFilippis ’92
Robin Brown Woods ’58 Hobe Sound, Florida
Cornelia Cabot Whiting ’89 Nancy Brewster Paternotte ’65
Clerk Darien, Connecticut Gaby Sherb Evers ’90
Baltimore, Maryland
New York, New York Wayne, Pennsylvania
Charles Platt P’04
Mattapoisett, Massachusetts Kristin Meyers Franz ’96
Nancy Gustafson Ault ’73 Medford, Massachusetts
Damariscotta, Maine Jonathan H. Poorvu P’15
Cambridge, Massachusetts Lyssa Goodrich ’10
Martha D. Bullock ’81 Manhattan Beach, California
Portland, Maine Jennifer Perkins Speers ’71
Salt Lake City, Utah Emily E. Payne ’89
Alice Butler Burnham ’65 San Francisco, California
New Canaan, Connecticut Suzanne Wilson ’64
Big Timber, Montana Tanya M. Rotolo ’03
Susan Rowland Chollet ’62 Malden, Massachusetts
Peterborough, New Hampshire Edith Stetson Yovu ’67
Middlesex, Vermont Nancy Shulman ’69
Anne Peterson Conolly ’70 Pittsfield, Massachusetts
South Burlington, Vermont Sushil Sinha ’00
Barbara J. Cooperman ’73 Montauk, New York
New York, New York
Katie Grace Deane ’05
Boston, Massachusetts
Susan L. Dick
Aiken, South Carolina
HEAD OF SCHOOL
Julia Heaton
ADVANCEMENT OFFICE
Nancy Borges
Database and Research Manager
Merritt Colaizzi
Director of Advancement
Anne Frame
Development Associate
Kimberly Kinne P’18
Digital Communications Manager
Laurie Marrs
MISS HALL’S
Associate Director of Development
Natalie M. Matus P’05
Director of Leadership Development
alumnae magazine | spring 2018
David A. Smith P’20 Volume XXXVII | Number 2
Director of Communications
Sheila Wallace
Development Office Travel Coordinator
IN THIS ISSUE
Lynelle I. Weaver
Manager of Alumnae Relations
4 For what belief would you go to jail?
and Advancement Partnerships
8 Advocacy in Action
Diane Wortis 12 Read More, Read Better, Live Longer
Director of Development and Alumnae Relations
16 Wenny Kusuma ’80: Women’s Voices, Choices, and Safety
DESIGN
18 Pickett Scholar Profile—Ryann Wolf ’06
Kelly Cade
Cade+Co. Graphic Design
PHOTOGRAPHY U P D AT E S
Garth Battista P’19
Vicky Biancolo P’16, P’20 2 A Message from Head of School Julia Heaton
Michael Lavin Flower 19 What’s Happening
Anne Keith
Kim Kinne P’18 26 2016-2017 Annual Report of Donors
Christina Lane Photography (Mary Howe ’19)
36 On the Go
Sophia Lane ’96
Brian Majewski 38 Class Notes
David Smith P’20
Ellie Spangler 45 Milestones
Diane Wortis 46 We Remember Thee
Miss Hall’s School
492 Holmes Road
Post Office Box 1166
Pittsfield, MA 01202-1166
Tel: 413-443-6401
On the cover: Sophomore Horizons students take a break during a community service project
Fax: 413-442-2874 performing trail maintenance on the Old Mill Trail in Dalton for the Housatonic Valley Association
misshalls.org (HVA) and the Berkshire Natural Resources Council (BNRC). The students were accompanied by HVA
advancement@misshalls.org Horizons intern Emily Hunter ’18, second from right, and BNRC Horizons intern Caroline Chen ’18.
Miss Hall’s School does not discriminate on the
basis of race, color, national or ethnic origins,
The Miss Hall’s Alumnae Magazine is printed on paper that is FSC® certified, containing
x
sexual orientation, or religion in its policies and
programs of admission, financial aid, instruction, recycled content with 10% post-consumer waste.
athletics, or other campus-administered activities.
© Copyright 2018 Miss Hall’s School.
All rights reserved.
SPRING 2018 1
Advocating for Self,
Advocating for Others
“A secondary school should seek to develop in every student
the power to think independently and clearly, to discriminate
between the gaudy and the real, and to be tolerant of others,
while holding oneself to a high standard.” —MIRA HALL With 2015-16 School President Sydney Frinks ’16
Mira Hall founded her school on the principles of character, authenticity, and self-knowledge. These ideals continue
to underpin the mission and the transformative, girl-centered education offered at Miss Hall’s School. Through
academics, extracurricular activities, residential life, and Horizons, we continue developing character, authenticity, and
self-knowledge, while also developing vision, voice, interpersonal efficacy, and gumption. These competencies prepare
students to succeed in college and beyond, to approach complex global issues with deep understanding, to lead strong
communities and innovative organizations, and to contribute boldly and creatively to the common good.
This year’s schoolwide theme of “Advocacy” has proven relevant and timely. This issue of the Alumnae Magazine
highlights faculty, students, and alumnae advocating on many levels. On page 4, read how teachers have reimagined
courses to address advocacy in literature, language, and history. On page 10, learn about the MHS N aturalDisasterRelief
group, which has raised more than $4,000 to provide support to communities in Dominica, Puerto Rico, and Mexico,
which were affectedby natural disasters last fall.
Additionally, the #metoo and #timesup movements have launched new conversations about gender equity and the power
of voice to bring about change. MHS students have led schoolwide presentations on sexual harassment and studied relevant
employment law in Current Events class. In the wake of tragic mass shootings, students and teachers across the country have
spoken up for safety and called for reforming national gun legislation.1 School President Jayme McGuigan ’18 added her
voice to the conversation at a Berkshire County panel addressing school safety. On campus, one of our strategic goals is to
instill a community-wide commitment to sustainability. Thanks to student advocacy, we now have a solar panel installation
and new curriculum units about renewable energy, while adults lead the way on reducing energy use across campus. The
focus on advocacy also extends far beyond Pittsfield, with alumnae such as Wenny Kusuma’80,UNWomenRepresentative
to Nepal, who delivered a powerfulkeynoteaddress at this year’s BoardofVisitorsevent (see page 16).
To what can we attribute this energy, engagement, and commitment to such important and varied causes? This is tied to the
power and relevance of a girls’ school. Studies show that girls’ schools create institutional and classroom climates in which
students can express themselves freely and frequently, thereby developing greater confidence and strong critical thinking
skills. Girls’ schools also build a “culture of achievement” that allows girls to grow and take risks, to aspire to develop higher
career aspirations, and to seek out leadership roles at school and beyond.2 By teaching girls to speak up and speak out, by
providing opportunities for exploration and challenge, we send the message that they can make a difference, and, in fact, that
they must begin now to make a difference. By advocating for girls, and by supporting girls’ schools such as Miss Hall’s, we
ensure the next generation of women will never hesitate to advocate for themselves and for others.
All the best,
Julia Heaton Stacey K. Sotirhos, Ph.D.
Head of School President, Board of Trustees
1
Head of School Julia Heaton joined 176 New England school heads in signing a letter that appeared in the Boston Globe on March 11, 2018.
You can view the full text of the letter at www.misshalls.org.
2
“The Case for Girls: What do girls’ schools do best?” NCGS.org. National Coalition of Girls’ Schools, n.d. Web. March 2018
2 MISS HALL’S
Girls Lead Here Embolden Girls to Change the World Head’s List scholar Izzy Nunes ‘18 and Bre Jamison ‘20 jump at the opportunity to speak out during Matt Rutledge’s history class. A life-altering Horizons experience at the Berkshire Immigrant Center empowered Izzy to encourage fellow students to speak up and be bold about social justice issues. You have the power to help girls find their voice, every day. Please make your gift to the Annual Fund for MHS at www.misshalls.org/supportmhs. Our girls thank you!
4 MISS HALL’S
English Teacher Richard Scullin
but it was a central question English Teachers Richard
Scullin and Emily Pulfer-Terino ’97 posed to their
sophomore students. The 10th-grade curriculum
highlights the writings of the Transcendentalists, the
19th century writers, philosophers, and reformers whose
ideas helped shape early American literature and political
thought. Marked by the writing of Ralph Waldo Emerson,
Henry David Thoreau, and Margaret Fuller, and known
for their progressive positions, the Transcendentalists’
views were often critical of their contemporary society,
particularly as the United States struggled with the
question of slavery.
“The aim was to introduce students to authors who
wrote and acted from a position of trusting themselves
and their beliefs,” explains Mr. Scullin, who also included
the writings of Frederick Douglass in the course. Though
not considered a Transcendentalist, Douglass’ ideas were
quite familiar to the Concord abolitionists. Additionally,
Mr. Scullin structured the class much like Thoreau
might have structured his day—with time alone to write,
contemplate larger questions, and consider how those
questions might affect them.
Throughout their work, sophomores were asked to
consider how the Transcendentalists’ views on topics
such as civic activism, suffrage, slavery, and selfhood
intersected with their daily lives. A culminating project
SPRING 2018 5
Dubin explains. “We ask, ‘How does she become the
voice of change?’” In their discussions, students found
themes in the play—written 2,400 years ago—that fit
their lives today. “They looked at the idea of fighting for
what’s right and connected it to contemporary issues,”
Ms. Cook-Dubin adds. “All of them had different ideas,
but they all had passions.” A final project asked them to
identify the values that guided decision-making by the
play’s main characters and to consider the play’s lessons
about effective leadership. Notes Ms. Cook-Dubin, “We
also talked about the idea that leadership sometimes is not
only about taking stances that are uncomfortable, but also
about acting when you think there is injustice.”
Chelsea Canal ’21 was struck by Antigone’s
determination. “She did what she needed to do for her
family,” says Chelsea, who enjoyed the play’s lessons and
found ways to bring those lessons to her own life. “I liked
seeing examples of strong female characters,” she says.
asked them to develop a “Blueprint for Advocacy,” a “I also learned that if you are a leader, you have to be
plan to effect change in their lives or in the world around willing to compromise. You can be determined, but you
them. Responses ran the gamut. One student advocated have to listen to what other people say in order to get
for mindfulness and taking time for herself each day. things done.”
Another planned to disconnect daily from technology In the English as a Second Language class taught
and get outside, while another campaigned against a by Liz Kulze, one recent assignment asked the students
policy considered unjust. “The goal was to encourage the to advocate from the perspective of a refugee. Students
students to believe in themselves and their ideas,” Mr. read an essay by a Vietnamese refugee about her family’s
Scullin adds. “They practiced free writing and analytical experiences after fleeing the war. They also watched several
writing that asked them to consider where the rubber short documentaries and were then asked to write their
meets the road in their lives, where ideas meet praxis. It own fictionalized stories. Two students, Candy Yu ’20,
was about trusting themselves and asking themselves, from Guiyang, China, and Ginny Zhang ’20, from Tianjin,
‘Where do I stand?’” China, found the project allowed them to consider a
Such advocacy is not new for MHS students. Indeed, the timely topic with which they previously had little exposure.
School’s mission seeks to inspire girls to contribute boldly Ginny’s story told the account of a person who, after seven
and creatively to the common good. The new Strategic tries, escaped Syria and moved to Germany, where she
Design (see the Spring 2017 Alumnae Magazine) reaffirms recounts her former home on her 30th birthday. Candy’s
that goal, committing the School to “fostering opportunities tale is told from the perspective of a child traveling with her
for service, activism, and community engagement,” which family to celebrate her birthday with a helicopter ride, only
students practice in many ways on- and off-campus. (see to realize her parents might have something else in mind.
page 8 “Advocacy in Action”) And, as Mr. Scullin’s English “I like that in the class we not only learn English,
II students learned, advocacy can be found in the classroom, but we also talk about world issues,” says Ginny, adding
and examples abound across departments. that awareness is a good first step toward solutions. “As
English I students, taught by Phoebe Goodhue individuals, we may not think we have power to change
Milliken ’37 English Department Chair Rebecca Cook- a situation, but if we know a refugee and what they went
Dubin, Julie Schutzman, Ph.D., and Mr. Scullin, took through, we can make them feel welcome, and that’s a
a similar approach while reading Antigone, the classic start.” Both Candy and Ginny also note that through their
Greek play in which the title character risks death by work in ESL, they have strengthened their English skills
defying a state order. “The students come to realize that and further developed the ability to advocate.
this is a story about a young woman who encounters In Studio Art Teacher Ellie Spangler’s Gallery and
something she feels is unjust. We then examine what Arts Administration class, seven students tackled an
she does to stand up for what she believes,” Ms. Cook- end-of-semester project that required them to advocate
6 MISS HALL’S
Studio Art Teacher Ellie Spangler (left) and students from the Gallery Arts and Administration class pause for a photo before opening their show,
”7:7,” at the Lichtenstein Center for the Arts in Pittsfield. Pictured with Ms. Spangler are Moon Liang ’18, Tyra Price ’18, Madison Bellemare ’18,
Olivia Kinne ’18, Jayme McGuigan ’18, Rose Battista ’19, and Kim Potter ’18.
from start to finish. The semester-long class explored the
business side of the art world and culminated with the
students curating and hosting their own show, which they
titled “7:7,” signifying seven young curators promoting seven
young artists. The project, noted Ms. Spangler, required
students Madison Bellemare ’18, Rose Battista ’19, Olivia
Kinne ’18, Moon Liang ’18, Jayme McGuigan ’18, Kim Potter
’18, and Tyra Price ’18 to advocate on several levels.
First, they reached out to artists, soliciting their
participation. They tackled the show’s logistics, securing
a location and a date, and approached local businesses
about food and giveaways for the night of the show and
to print postcards publicizing the event. Once details
were in place, they promoted the venture. The project
showed Olivia the importance of asking for help from
the community around her. “People are so much more
willing to help you than you think they are,” she says.
Classmate Jayme agreed. “They want to support you, and advocacy” was personal. “I decided I needed to take time
are willing to help—if you ask,” she notes. The project was for myself, because this year has a new workload, with lots
not without hurdles, but all of the students were pleased of homework, and I need to make sure I am taking care of
with the outcome. “We were worried no one would show myself, especially when things are stressful.”
up, but the buses kept coming, and people stayed, not just Yaya Wang ’20 particularly enjoyed Thoreau. “I was
for a few minutes, but for a long time,” says Tyra. “I think fascinated by his ideas for civil disobedience,” Yaya says.
what the project showed me was that if you have a good “There are a lot of things that people complain about
idea, you can make it happen.” but don’t take action.” For her blueprint, Yaya decided
Back in Mr. Scullin’s classroom, students found to speak out against a rule at her previous middle school,
the Transcendentalists’ writing challenging, but they where students were not allowed to have long hair. “I
connected with the authors’ themes. “At first, the language liked how Mr. Scullin let us reflect for ourselves and find
was weird and confusing, but you could tell deep down ways to apply the readings to real life,” she adds. “The idea
that these authors were really passionate in what they of sacrificing something might be unfamiliar to us, but
believed in, including independence and taking time for maybe we’ll notice things more in the news now, and a
themselves,” says Kailani Small ’20, whose “blueprint for small ripple can build up a big current for change.” MHS
SPRING 2018 7
Mary Howe ’19 and Roots Rising
Mary Howe ’19 thinks everyone should work on a
farm at some point in his or her life.
“If they experience what I did over the summer, they
could see just how fun it is and how vital agriculture is to
a greener planet,” explained Mary, who spent five weeks
last summer learning the ins and outs of how our food
goes from farm to table. She worked with Roots Rising,
a Pittsfield-based “food and agriculture-based youth
development program that puts teens to work on farms,
in community kitchens, and in local food pantries and
provides them with educational workshops on essential
life skills.”
Mary was one of about a dozen teens to participate in
the pilot program, a joint venture between the Pittsfield-
based Alchemy Initiative and the Berkshire Botanical
Garden in Stockbridge. “Overall, I really enjoyed it,” she
said. “I made lot of friends, and I learned a lot about the
environment, which is great, because I am really interested
in environmental science.”
On Mondays, Tuesdays, and Thursdays, Mary
explained, the teens worked on local farms, including
Brattle Farm in Pittsfield, Holiday Brook Farm in Dalton,
and Abode Farm in nearby Lebanon, New York. They
harvested crops, tended to fields, transplanted plants,
and did whatever else needed doing around the farm.
On Wednesdays, they participated in a culinary lesson
or distributed food with the Berkshire Dream Center’s
Mary Howe ’19
mobile food pantry. They often took field trips on Fridays
to other food- and agriculture-related sites in the area,
meeting with farmers or food entrepreneurs and learning
about food from production to pricing and selling.
For Mary, the experience showed her not only the
benefits of local agriculture, but also what she can do. “I
think working for Roots Rising has made me an advocate
for environmental sustainability. I strongly believe in the
“Contributing boldly and creatively
to the common good” is not simply
a catchphrase for Miss Hall’s School
students. In many ways, large and small,
MHS students find ways throughout
the year to pursue their passions and
advocate on behalf of others—near and
far. From their work at Horizons sites to
projects with clubs or advisee groups,
they show us every day the ways in which
they are making the world a better place.
Here are just a few recent examples.
8 MISS HALL’Sgood local farms can do for communities. The quality of
the produce they grow is amazing, not to mention better
for your body and the earth,” she said. “Also, I truly
admire all the diligence the farmers put into their work. I
enjoyed all the knowledge they had to share whilst out in
the fields, and I loved having the hands-on experience. If I
ever want to grow a garden of my own, I know I can!”
Vivian Hou ’18 and the Panda
Solar Project
For her senior Horizons project, Vivian Hou ’18
wanted to make a difference on the Miss Hall’s School
campus and in the wider world. Her effort, a year in the
making, recently came to fruition—and is doing both.
Spurred by an interest in solar energy and
environmental protection, Vivian spearheaded a solar
panel installation on campus. The Panda Solar Project
was installed in December near the tennis courts and
Linn Hall, which was outfitted with a weather station as
part of the effort. “The main purpose was to introduce
solar to campus and to educate my peers about the newly constructed interdisciplinary building between
benefits of solar energy, clean energy, and environmental the Main Building and the Elizabeth Gatchell Klein Arts
protection,” said Vivian, whose Horizons internship Center. The project also includes a curricular component
this year is at MHS. “I also wanted to show others what through which students can learn more about the science
environmental protection could look like.” and math involved in solar energy. Vivian’s parents, Ms.
The 3.96-kilowatt installation, which measures Zheng Qin and Mr. Jinlong Hou, generously underwrote
about 216 square feet, provides power to Linn Hall, the the purchase and installation of the Panda Solar Project.
Much of Vivian’s Horizons work this year has been
monitoring the project’s progress. She also sat in on
meetings in the fall about how best to introduce elements
of the project into the classroom. For example, students
can calculate how to set the optimal angles for the panels,
which they can adjust. The weather station atop Linn
Hall allows students to monitor conditions for electricity
production, and students also have access to real-time
data on the installation’s performance. Additionally,
Vivian presented to sophomore Horizons students on
the project and the benefits of solar energy, and she
monitored the project’s permitting process and the
installation of various components.
“The challenging thing for me has been to be
persistent and to keep communicating, because it takes
a while to do something like this,” said Vivian, who
proposed the project in November 2016, after attending
The Climate Reality Project summit in June 2016 and
hearing former U.S. Vice President Al Gore speak. “We
hope this project will bring long-term benefits to MHS,”
she added, “not only through building the system, but also
using it as a path to promote a greener future for students
Vivian Hou ’18 and the School.”
SPRING 2018 9Natural Disaster Relief
After a series of natural disasters hit Dominica, Mexico,
and Puerto Rico during the late summer and fall, MHS stu-
dents, faculty, and staff decided they needed to take action.
Convened in September by Dean of Academics and
Faculty Elizabeth F. Cleary, the Natural Disaster Relief
Group (NDR) set out to support those affected by the
events. That MHS students currently hail from both
Mexico and Dominica—and were themselves directly
affected by the disasters—made the cause even more
relevant. The group of students and adults ultimately set there, I still contributed my part to help.” Zoe Hypolite ’19,
out to provide awareness and direct financial support to who is from Dominica added a similar sentiment. “The
assist schools in all three countries. fact that my home country was also affected by a natural
The group has fundraised throughout the year, disaster, I didn't want to be a bystander anymore,” Zoe said.
and members also reached out to contacts at recipient “I wanted to take action in any form possible—not just to
schools in each area so as to coordinate their giving in help my country, but any individual affected by a natural
the most efficient way possible. Fundraising initiatives disaster. With NDR, I can lend a helping hand to pending
have included partnering with MAPS (Mira’s Alliance for situations that the world seems to forget about.”
Philanthropic Sustainability), a student-led group that Both Heather and Martina also hope the MHS
selects four nonprofits each year to be the beneficiaries community gains from the initiative. “I want people
of its philanthropy. MAPS, in turn, partners with MHS to know that the world is much bigger than their own
freshwomen to fundraise through their Arty Party and community,” Heather explained. “Also, just because we
Greenhouse Business ventures. have food on our plates, clothes, or a bed to sleep in,
As a member of MAPS, signing on for NDR was a does not mean that others have those things, too.” Added
logical move, explained Heather Eyong ’19. “I’m interested Martina, “There’s always an opportunity to help. Even
in nonprofit organizations and in using my voice to though you may not think you are doing much, you can
advocate for different institutions,” Heather explained. always do something.” Individual actions, Zoe noted, can
“Everyone has a voice, and it doesn’t matter if you are lead to big results. “One bold act that may seem small to
advocating for a cause, spreading the word, or donating you will be gigantic to someone else,” she said.
money, you can make a difference in some way.” Martina
Orbea ’21 agreed. For her, the effort truly hit home, as Dr. A’s Advisees “Soldiering On”
Martina is from Mexico City. “When the earthquakes A supermarket checkout line typically isn’t an exciting
happened, and I saw all of my friends and family back place—unless History Teacher Michael Alexander, also
home helping and doing what they could, I felt sort of known as Dr. A, happens to be there with his advisees.
helpless,” Martina recalled. “I thought NDR would be a For the past three years, Dr. A’s advisees have
good group to join, and I enjoy helping out. I feel good pledged 50 percent of their annual advising food budget
knowing that I’ve done something. Even though I’m not to buying food and toiletries for Soldier On, a Pittsfield-
based nonprofit dedicated to helping veterans make the
transition from active duty to civilian life. This year, in
mid-November, they made their third annual Foodbank
Shopping Trip, dividing into two groups, one led by Dr. A
and the other by his wife, Anne Keith.
“We each have a list, so there is no double-buying,
and each group this year had $80 to spend,” explained Allie
Lamke ’19, one of Dr. A’s eight advisees. (Kelsey Brown ’18,
Shae Daley ’18, Nancy Gao ’20, Emma Genovesi ’18, Jackie
Mosley ’20, Wendy Wang ’20, and Maggie Zhang ’20 are
also Dr. A’s advisees). “We also make a contest out of it,
seeing who can get the most bang for the buck.”
The MHS Natural Disaster Relief Group (NDR)
This year, the group parlayed its $160 budget into
10 MISS HALL’SIn November, Marisa and Julie—along with Emma
Kotelnicki ’20, Trudy Fadding ’19, Maya Creamer ’20, and
Shanti Nelson ’18—spoke at Community Meeting about
the importance of emotional wellness. Their presentation
touched on issues of mental health, promoted strategies
for emotional wellness, and encouraged students to
identify members of their MHS personal team who they
can lean on during times of stress.
“One of our goals has been to raise awareness about
emotional health and reduce the stigma around talking about
it or seeking help,” explained Julie. “We have students here
Dr. A and his advisees
from all over the world, and we may not all have the same
awareness of these issues, but by educating each other, I hope
more than $327 in donations by taking full advantage it will encourage more people to think about that aspect
of in-store sales. In three years, the advisees have made of their lives as being as important as their physical health.
nearly $900 in donations. “One of the secondary goals Anyone can have a bad day or a bad week, but we have great
is to educate the students to be smart consumers by resources here [at MHS], as well as outside the community,
recognizing cost/unit over total cost, as well as to help the and it is OK to use those resources. It does not mean you are
students think beyond themselves to the greater good,” ‘weak’ or there is something ‘wrong’ with you.”
Dr. A explained. “We always try to buy items on sale, but Marisa and Julie were also among a group of
we make it a point to buy name-brand products instead of students who attended the Massachusetts Interscholastic
store brands, with the idea that we want the people using Association’s Teen Wellness Conference in November.
the foodbank to feel valued and not simply the recipients In addition to facts and statistics about teen mental
of the cheapest generic items.” health, sessions explored topics such as social media
Allie, who has participated in all three Foodbank use and eating disorders. Both Marisa and Julie want to
Shopping Trips, noted that she enjoys the opportunity incorporate lessons from the conference into their work at
to make a difference in others’ lives. “It is a really nice MHS. “We want to encourage students to build habits to
feeling, especially around the holidays, knowing we are support their emotional wellness,” Marisa added, “so they
giving this much food to veterans and people in need,” can go on to college and the rest of their lives knowing
she said. “It always makes a difference. I also enjoy the how to handle stress and to take care of themselves.” MHS
bonding time with advisees. We have a lot of fun. We go
to the register and watch to see who saved more, and it’s
fun to see who stretched their budget the furthest.”
Advocating for Emotional Wellness
Marisa Powell ’19 and Julie Xu ’19 believe emotional
health should be considered as important as physical
health. That is why they are part of a student-led group
that is working to shine a light on issues of emotional
wellness in teens.
The initiative, which has grown out of the Student
Council’s Mental Health Committee, seeks to remove the
stigma around issues of mental health and encourage students
to devote time and attention to their emotional wellness.
“Students can be under a lot of pressure or stress, and we need
to take care of our emotional wellness,” explained Marisa,
who took an interest in the topic after learning last year about
World Mental Health Day. “We want students to recognize
when they are under stress or not feeling well and know that
there are things they can do about it.”
SPRING 2018 11Read More, Read Better,
Live Longer
By Vicky Biancolo P’16, P’20, Director of Library Services
A
s the director of the Humes Euston Hall Library, one of my primary
responsibilities is to support and promote pleasure reading. Why promote
pleasure reading? Why is it important—so important that the School’s
grant committee would send the librarian on a great trip to gather new ideas?
First, let’s talk about how reading can improve your Academics. Researchers have long known that those who read
more read better1. The more people read, the more their word decoding ability, verbal fluency2, reading comprehension,
and grammar improve3. People who read also spell better, have larger vocabularies, and write better4. Not only that,
regular reading actually changes the way the human brain processes information. A reader actually listens better and
processes speech faster and in more detail. When a person starts reading regularly, their visual perceptual skills and
auditory listening skills improve. That means readers can better organize and make sense of what they see and hear—
all of what they see and hear.
Additionally, the brain builds on what it does, so the more exercise your brain gets to build this pathway through
reading, the more aligned the information flow between these regions of the brain 6 . . . and when these connections
are strengthened, not only do reading scores improve, but so do art, engineering, history, language, math, and science
scores7. In other words, pleasure reading makes you smarter8, and a more successful student. In fact, one study found
that reading for pleasure was much more important for children’s cognitive development than how rich or poor a child’s
family was or how much education their parents had9.
12 MISS HALL’SHow About a Few More Benefits to librarians, booksellers, and others to learn how each
From Reading?
city sustains its literary culture.
We started in Reykjavik, Iceland, which was the first
• Regular readers tend to sleep better, have lower non-native English speaking City of Literature, and they
stress levels, higher self-esteem and lower rates of are proud of it (2011). There are markers all over the city
depression than non-readers.10 pointing out the UNESCO designation and celebrating
• Reading can put our brains into a trance-like notable Icelandic writers. Roughly one in every ten
state, similar to meditation, which brings the same Icelanders has published a book and, per capita, Iceland
health benefits as deep relaxation and inner calm.11 has more books published, more writers, and more books
• There is some evidence that for older people read than anywhere else in the world.16 The most popular
especially, reading challenging texts can improve Christmas present in Iceland is a book.
memory. From there, we went to Dublin, Ireland. As in
• Reading engages your brain in ways other activities Reykjavik, there were reminders of writing and reading
do not, and your brain, it seems, doesn’t make all over the city. Dublin is also doing “One City, One
much of a distinction between reading about an Book,” and they publish a Literary Walking Tour map.
experience and encountering it in real life.12 Designated in 2010, the city has been the home of some of
• People who read a lot of fiction tend to be better the world’s most famous writers, including Oscar Wilde,
at empathizing with others (even after researchers Bram Stoker, James Joyce, Samuel Beckett, William Butler
account for the potential bias that more empathetic Yeats, and George Bernard Shaw. Dublin City Council
people may prefer to read novels). sponsors the world’s most well-endowed prize for a single
• Finally, the more leisure books people read, the novel, the International Dublin Literary Award.
more literate and empathetic they become, and From there, we visited Norwich, England’s first City
what follows is that the society they live in becomes of Literature. Residents spend more per head on culture
more prosperous and equitable.13 than anywhere else in the United Kingdom. The city’s
Does What You Read Matter?
literary heritage includes the first book to be published
in English by a woman: Revelations of Divine Love by
No genre is better than another. If you are looking Julian of Norwich in the 14th century. For more than five
to gain the most benefit, look for poetry, literary fiction consecutive years, the Millennium Library has circulated
or literary nonfiction where the language is rich in detail, the most books of any library in the country, and has
allusion, and metaphor; or a text where the author has a regularly been voted the most popular library in the
genuine voice, a viewpoint, or the sort of analyses that might United Kingdom.
stimulate thought.14 Remember that the more you read, the
more benefits you get, and the better you get at reading, the
more benefits you get, and on and on.15 But, to cultivate a
lifelong habit, it is essential that you want to read.
The Trip!
UNESCO, the United Nations Educational, Scientific
and Cultural Organization, is an agency of the United
Nations. The UNESCO Creative Cities place creativity
and culture at the heart of their local development and
actively cooperate with each other. At the moment, there
are 116 Creative Cities in 54 countries covering seven
creative fields, one of which is Literature. Basically, the
literary cities share their love and knowledge of literature,
nurture their contemporary writers, and celebrate their
literary heritage. At the moment, there are twenty Cities
of Literature around the world (only one in the United
States), and I visited five of them to learn what those cities
have done to sustain their strong reading cultures. I talked
SPRING 2018 13Nottingham, England seemed like a dying factory bench named for a writer, a pub with books to loan, or a
town until the librarians, bookshop owners, and citizens festival celebrating writing and reading. All of these cities
turned it into the literary hub it is today. It is one of the have streets and squares named for writers. Dublin has
cities most recently granted the designation (in 2015). named ferries and three of the river Liffey’s newest bridges
Nottingham has been home to not only Lord Byron, after writers. Edinburgh’s grandest and most prominent
but also D.H. Lawrence, J.M. Barrie, Susanna Clarke, monuments are named for writers. In these cities,
and Barbara Erskine. Every year Nottingham hosts wherever I went, I was reminded and encouraged to pick
the Nottingham European Arts Theatre Festival. The up a book and read. This widespread, constant celebration
independent bookshop Five Leaves and the Writers’ of writers and subtle and not-so-subtle encouragements
Studio, run by writers for writers, are very active in to read are the most important things I took away from
nurturing Nottingham’s writers. my trip, and I am planning to do the same for you at
Designated in 2004, Edinburgh, Scotland is the MHS. Creating and sustaining a vibrant reading culture
world’s first UNESCO City of Literature. It is home and creating lifelong readers doesn’t just happen. It takes
to such world-famous writers as Arthur Conan Doyle, a schoolwide culture to help reach that goal. We should
Walter Scott, JK Rowling, Muriel Spark, Robert Burns, all, myself included, be reading more—for all of the many
and Robert Louis Stevenson. The city has its own Poet reasons I’ve outlined.
Laureate. In 1725, Edinburgh opened the world’s first I hope I have convinced you to cultivate your own joy
circulating library. Today, free public libraries can be of reading and act on that joy if you are not already doing
found all over the city, which has four universities, so. Develop the habit of carrying a book with you all the
including one of the oldest in the country, and more than time—a paper book, eReader, or an eBook downloaded
ten literary societies. The city even has literary pubs. to your phone. Take it out and read when you have a few
minutes—when you’re standing in a line, waiting for
So What Now? something to fire up or download, waiting for something
One thing that became clear to me while traveling is to start. And, at the end of a long day, choose to read a
that in these Cities of Literature you are never far from book before bed instead of looking at social media or
a bookshop, a library, a statue of a writer, a marker on a video. Start with just a few minutes a day. This is a path to
building celebrating a famous literary inhabitant, a park lifelong learning and literally a longer, richer life. MHS
14 MISS HALL’SDirector of Library Services Vicky Biancolo P’16, P’20, fourth from left, with MHS Board of Trustees President Stacey Sotirhos ’89, husband
Jim Biancolo, father Wally Wood, MHS Trustee Nan Brewster Paternotte ’65, and Head of School Julia Heaton.
The Paternotte Family Faculty Travel and Study Endowment Fund was established by Nancy Brewster Paternotte ’65, on the
occasion of her 50th reunion, to support faculty professional development at MHS. Miss Hall’s faculty may apply for this annual
grant to travel domestically or abroad during the summer to further knowledge in his/her field, to explore new developments in
teaching methods or instructional technology, or to train in a new instructional area that will enrich the curriculum.
The grant recipient is asked to embed learning from his/her travel experience into the classroom, to publicize this work
through a formal presentation to the school community in the fall semester, and to share this experience in an article for school
publications and web communications. Director of Library Services Vicky Biancolo P’16, P’20 received the 2017 Paternotte
grant and traveled last summer to five UNESCO (United Nations Educational, Scientific and Cultural Organization) Cities
of Literature—Reykjavík, Iceland; Dublin, Ireland; Norwich, England; Nottingham, England; and Edinburgh, Scotland—
researching what those cities have done to promote cultures of reading. Ms. Biancolo delivered an all-school presentation on
September 28, reflecting on her experience and sharing what she learned.
WORKS CITED
9
Centre for Longitudinal Studies. “Reading for Pleasure Puts Children Ahead in the Classroom, Study Finds.” Institute of Education, Economic &
Social Research Council, 11 Sept. 2013, www.cls.ioe.ac.uk/news.aspx?itemid=2740&sitesectionid=27. Accessed 5 July 2017.
2, 8, 15
Cunningham, Anne E., and Keith E. Stanovich. “What Reading Does for the Mind.” Journal of Direct Instruction, vol. 1, no. 2, Summer 2001,
pp. 137-49, www.csun.edu/~krowlands/Content/Academic_Resources/Reading/Useful%20Articles/Cunningham-What%20Reading%20
Does%20for%20the%20Mind.pdf. Accessed 6 July 2017.
13
Dewan, Pauline. “Economic Well-being and Social Justice through Pleasure Reading.” New Library World, vol. 117, no. 9/10, 2016, pp. 557-67.
Emerald Insight, doi:10.1108/NLW-03-2016-0019. Accessed 11 July 2017. Abstract.
10, 11
Dovey, Ceridwen. “Can Reading Make You Happier?” The New Yorker , 9 June 2015, www.newyorker.com/culture/cultural-comment/
can-reading-make-you-happier. Accessed 5 July 2017.
3
Gordon, Carol. “Meeting Readers Where They Are.” School Library Journal, vol. 56, no. 11, Nov. 2010, pp. 32-37.
1, 4
Krashen, Stephen. “Anything but Reading.” Knowledge Quest, vol. 37, no. 5, May-June 2009, pp. 18-25.
12
Paul, Annie Murphy. “Your Brain on Fiction.” The New York Times, late ed., 18 Mar. 2012, News sec., p. 6. Academic OneFile,
libraries.state.ma.us/login?gwurl=http://go.galegroup.com/ps/i.do?p=AONE&sw=w&u=mlin_w_misshall&v=2.1&it=r&id=GALE%7CA28329
3442&asid=6ca180092dd96eb50fc2b43279ef2364. Accessed 5 July 2017.
14
Reynolds, Susan. “What You Read Matters More than You Might Think.” Psychology Today, 7 June 2016,
www.psychologytoday.com/blog/prime-your-gray-cells/201606/what-you-read-matters-more-youmight-think. Accessed 6 July 2017.
6
Stix, Gary. “For the Illiterate Adult, Learning to Read Produces Enormous Brain Changes.” Scientific American, 24 May 2017,
blogs.scientificamerican.com/talking-back/for-the-illiterate-adult-learning-to-read-produces-enormous-brain- changes/. Accessed 5 July 2017.
5, 7
Zwang, Jenna. “Reading Boosts Brain Pathways, Affects Multiple Disciplines.” eSchool News, 3 May 2011. eSchool News,
www.eschoolnews.com/2011/05/03/reading-boosts-brain-pathways-affects-multiple-disciplines/. Accessed 6 July 2017.
SPRING 2018 15Wenny Kusuma ’80:
Women’s Voices, Choices, and Safety
In an inspiring and enlightening Board of Visitors program School President Jayme McGuigan ’18 and Vice President
presentation, Wenny Kusuma ’80, Country Representative Andrea Zhang ’18 opened the program and introduced
for UN Women Nepal, invited attendees to think about MHS Theme Committee members Ashley Daley ’18,
their accountability and their voices as they consider the Shanti Nelson ’18, and Julie Xu ’19, who shared insight
rights and roles of women in the 21st century. into this year’s schoolwide theme of Advocacy.
Ms. Kusuma, returning to the Miss Hall’s School Head of School Julia Heaton followed by noting
campus for the first time in thirty-seven years, delivered Ms. Kusuma’s commitment to global human rights,
the keynote address in a special Board of Visitors program particularly freedom of expression, association, and
held on October 20, 2017. In her remarks, “Women’s choice. “At a time when women worldwide are stepping
Leadership on Human Rights: Our Voice, Choice, and increasingly into roles of power and influence, we are
Safety,” Ms. Kusuma spoke about her work, the work of also seeing women’s rights constrained and debated at
the United Nations on behalf of women worldwide, and the local, national, and global levels,” Ms. Heaton said.
the importance of women’s access to and participation in “From sexual assault on college campuses, to innumerable
governance, and she presented some startling statistics on instances of sexual harassment across industries, we are
the status of women. still witnessing and experiencing major threats to women’s
“I often talk about democracy as the most important safety, strength, and voice. Here at Miss Hall’s, we are
delivery system for human rights,” Ms. Kusuma said. committed to developing voice in our students, so that
“Gender equality and good governance are linked and they can choose to be active participants in society, so they
mutually reinforcing. You have to ask, what is government can advocate for human rights for all, so that ‘#metoo’ can
doing, and how does it relate to gender equity and human mean ‘Yes. I also have voice and power in the world.’”
rights? You cannot achieve one without the other. You Ms. Heaton also introduced Ms. Kusuma, who
must have the participation of everyone. It is so basic, yet it has more than thirty years of experience in the field
is so missing.” of women's human rights and gender equality, with a
Ms. Kusuma delivered her remarks to MHS students, focus on women, peace, and security in conflict and
faculty, staff, and guests gathered in the Thatcher Family post-conflict settings. Since 2016, she has served as the
Gymnasium of the Anne Meyer Cross ’37 Athletic Center. Country Representative in Nepal for UN Women, the
During her visit to campus, Wenny Kusuma ’80 spoke with Advanced Placement European History class taught by Leonhardt Family Teaching
Chair and History Department Chair Matthew Rutledge P’08, P’11.
16 MISS HALL’SUnited Nations organization dedicated to gender equality inheriting or from accessing banking. Choices are further
and the empowerment of women. Prior to her current impacted by issues of safety. “Violence against women is
position, Ms. Kusuma served from 2010 to 2016 as the one of the most prevalent forms of human rights abuses,”
UN Women Country Representative in Cambodia, and she said. “So, I ask, are women a viable constituency? To
from 2008 to 2010 as the Country Director in Afghanistan be a viable constituency, can you, as women, make viable
for the United Nations Development Fund for Women, demands? Are those demands met with serious responses,
commonly known as UNIFEM. and, if not, is there an ability to enact consequences?
In her remarks, Ms. Kusuma referenced the United Unfortunately, in a lot of places, women are not a viable
Nations Sustainable Development Goals, particularly Goal constituency.”
5: “Achieve gender equality and empower all women and Ms. Kusuma closed by reflecting on her years at MHS
girls.” Ms. Kusuma pointed to statistics showing that of and the sense of humility and gratitude she felt as a result
152 heads of state worldwide, 11 are women, of 193 heads of her return, and she pointed out to students that their
of government worldwide, 11 are women, and, in looking place at Miss Hall’s represents a promise for the future.
at branches of government, women make up about 23 “I spent my first fifty years focusing on acquisition—
percent of parliamentary representatives in lower houses of acquiring my skills, my experience, my knowledge—
government worldwide. The numbers, Ms. Kusuma noted, because I knew I had to do something with all I had
point to a difference between the right of and the access to acquired,” she told the students. “I said, ‘My gain is your
political participation—or voice. gain, because what I get, I will share with you, and the
Women’s choices, Ms. Kusuma added, are often benefits will be ours.’ I have a new motto now: it’s about
confined by lack of access, the economic realities of your acquisition, because your acquisition is my gain.
earning less than men, job segregation that largely affects Your success is our success. That is a source of optimism,
women, and by rules or customs that prevent women from because you are our future.” MHS
SPRING 2018 17the SSAT cost me more than the Ryann continues pursuing her
$10 I won, but I ended up getting a passion for history by teaching at
great education.” Portsmouth’s Strawberry Banke
At Miss Hall’s, Ryann notes that Museum. The living history museum
she found a sense of community offers visitors a glimpse into the city’s
that had not been a part of her life to 300-year history, and, as a museum
that point. “I moved around a lot as educator and interpreter, Ryann helps
a kid, and Miss Hall’s provided me deliver programs on topics such as
with stability,” she recalls. “You build immigration and hearth cooking.
relationships, not only with students, Looking back, the serendipity of
but also with the teachers who were so attending MHS is not lost on Ryann.
integral to my experience there.” As a “There were other kids I went to
student, Ryann loved history, and she middle school with who could have
especially appreciated her Horizons applied and who would have gotten
experiences and giving back to the into great schools, but they had no
community. After MHS, she earned support,” she explains. “If Malik
a bachelor’s degree in Social Sciences hadn’t called, it would have ended
from the New College of Florida, right there for me, but Miss Hall’s
where she also discovered that she was small enough to reach out and
Ryann Wolf ’06’s path to Miss Hall’s enjoyed working with children. Ryann ask why they hadn’t heard from me
School started with a $10 bet. then went on to pursue her interest in and to guide me through the process.
As an eighth-grader in history, receiving an M.A. in Historic And it all started with a bet. A $10
Manchester, New Hampshire, Preservation Planning in 2012 from bet when you’re in eighth grade seems
Ryann’s friends bet her $10 that she Cornell University. like not that big a deal, but for me,
could not get into a private school. Now living in New Hampshire, it was life-changing.” MHS
Not one to pass up a challenge, Ryann Ryann has worked since 2014 for
took the bet. Her friends chose the the Portsmouth-based Seacoast
school, and Ryann applied. “I knew Community School, which offers Editor’s Note: The Lenox School Alumni
nothing about private schools or educational programs for children Association annually awards the Mansfield
how the process worked,” she recalls. ages eight weeks to twelve years Pickett Scholarships, named in memory
“Then, I get a call one day from Malik old. Last year she was named Site of Mansfield E. (Peter) Pickett, a longtime
Farlow ’94, in the MHS Admissions Director for Seacoast’s New Franklin teacher at the former Lenox School and
Office, asking why I hadn’t followed PEAK (Program for Elementary Miss Hall’s School. The scholarships
up on my acceptance. I told her I Age Kids) program. “I love working are given to two students who exhibit
couldn’t afford to go, and she got me with children, and I love teaching,” outstanding performance in academics and
started with financial aid paperwork, notes Ryann. “I also enjoy seeing the extracurricular activities. This occasional
and I got a scholarship. My friends growth of the children and being a feature will provide updates on Pickett
thought it was hilarious, and taking part of the community.” Additionally, Scholars and their achievements.
18 MISS HALL’SW h a t ’s H a p p e n i n g
Nancy Ault ’73 Commendation
During the September meetings of the MHS Board of Trustees, Board President Stacey
Sotirhos ’89, on behalf of Trustee and Alumnae Council President Katie Grace Deane ’05,
presented Trustee Nancy Gustafson Ault ’73 with an Alumnae Council President’s
Commendation, recognizing the work Nancy, known as “Gus” to her classmates, has done to
strengthen connections within the MHS community. Nancy’s commendation read as follows:
When the Director of Leadership Development departed the MHS Advancement Office in
January 2017, we acknowledged there was much work to be done with Reunion Chairs in
advance of Alumnae Weekend. Jumping in to fill the void, Nancy went above and beyond
to support the program and honor the importance of alumnae milestones. She spent
hours on the phone and on email, contacting reunion chairs and encouraging attendance
to Alumnae Weekend and noting the importance of reunion giving. In doing so, Nancy
became an extension of the Advancement Office, sharing notes, joining conference calls, deciphering staff notes, and,
last but not least, mediating disputes between classes as each sought a favorite faculty member to join their class
dinner. I present this Alumnae Council President's Commendation in special recognition of Nancy Gustafson Ault’s
contributions to preserving our vital alumnae connections.
President’s Commendations are given at the recommendation of the Alumnae Council and at the discretion of the
President to recognize individuals whose exceptional actions have strengthened connections within the MHS community.
Congratulations, Nancy!
MHS Receives Grand Piano from Groves Family
Miss Hall’s wishes to thank the family of former Board President Benjamin A. Groves for the generous donation of
Mr. Groves’ 1908 Mason & Hamlin piano to the School. The grand piano, which had been in the Groves family for
many years and had been recently refurbished, was donated to MHS in November. It now resides in Centennial Hall,
where it is used for many school performances.
“The piano is beautiful and is in great shape,” noted Director of Music Debbie Duff, who unveiled the instrument
during a November Community Meeting (formerly Morning Meeting) with students, faculty, and staff. “It has a
wonderful sound, and we are really looking forward to having this lovely instrument as our performance piano in this hall.”
Mr. Groves, who served thirty years on the MHS Board of Trustees, passed away on July 12, 2017, at his home in
Harwich Port, Massachusetts (see the Summer 2017 Miss Hall’s Alumnae Magazine). Mr. Groves, the father of Amanda
(Mandy) Groves Outerbridge ’75 and Philippa (Pippa) Groves
Gerard, and grandfather of five, including Ashley Outerbridge ’01
and Robin Outerbridge ’06, served on the MHS Board from
1972 until 2002 and was the Board President from 1974 until
1995, when he was named President Emeritus.
“In October, Mr. Groves’ daughter, Amanda, contacted
the Advancement Office and asked if the Music Department
would like this piano,” Ms. Duff added. “Needless to say, we
were delighted to accept it. Both Amanda and Pippa, have also
expressed to me how delighted they are that the piano from
their family is in this new home and with a school that they’ve
always loved so much.”
SPRING 2018 19You can also read
