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History Bowl team advances to nationals

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Bravo!

Catlin Gabel's inaugural History Bowl team, at its first competition, qualified for the National History Bowl by placing 2nd in the junior varsity division at regionals. Team members Adolfo Apolloni, Daniel Chiu, Ian Hoyt, Julian Kida, and Andrew Park (all 9th graders) will travel with club advisor Peter Shulman to the national competition in Washington, D.C., in April.

The team members also participated as individuals in the closely related History Bee, and all five qualified for the national History Bee. Daniel Chiu placed 3rd and Ian Hoyt placed 5th.

Upper School teacher publishes curriculum guide for wide distribution

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Upper School teacher and PLACE urban studies director George Zaninovich collaborated with alumna Erin Goodling '99 to produce a curriculum guide for educators, activists, community leaders, and, above all, students. The 121-page guidebook is an outgrowth of Catlin Gabel's PLACE urban studies and leadership program. We are grateful to George and Erin for walking our talk of being a model for progressive education.

The free curriculum guide is posted on our website. We are eager to share this work with others. 
Help spread the word.

Varsity teams celebrate successful weekend

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Congratulations to both the boys and girls cross-country teams, and the girls soccer team

Cross-Country

The boys took 3rd place in state with freshman Max Fogelstrom placing 17th overall.

The girls took 6th in state with freshman Samantha Slusher finishing in 5th place and freshman Grace Masback in 15th. Samantha qualified for the Nike Border Clash race on November 23.

The Oregonian newspaper named Samantha the Beaverton leader athlete of the week. »Link to article. They also ran a fun story about Samantha’s broken medal. »Link to article. 

Soccer

The girls soccer team qualified for the state playoffs when they defeated Westside Christian, 1-0. Their opening match is on Tuesday at 4:30 p.m. here at Catlin Gabel. Come cheer on the mighty Eagles as they face the Umatilla Vikings!
Students $4
Adults $6

MS boys soccer team wins 2nd consecutive league championship

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Way to go, Eagles!

In the final game of the season, Catlin Gabel beat OES in penalty kicks after battling it out in regulation time and two overtime periods. The future looks bright! 

Varsity cross-country teams qualify for state

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Congratulations to the boys and girls teams!

Freshman Samantha Slusher won the district championship with a season best time of 19:34.

The top 10 placers at districts were

Girls: #1 Samantha Slusher, #3 Grace Masback, and #5 Kelsey Hurst

Boys: #5 Max Fogelstrom, #7 Garet Neal, and #10 Luca Ostertag-Hill

The state championships are on Saturday, November 2. For more information, go to http://www.osaa.org/docs/bxc/xcspecinfo.pdf

Science research class publishes scientific journal

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The Upper School science research class has launched Elements, an annual publication showcasing student research. The publication's mission is to increase awareness about what a scientific research project entails, and to create a hub where our community’s researchers can learn, ask questions, collaborate, and see their hard work in a formal science journal format. The inaugural edition features the work of students in the classes of 2013 through 2016.

Open the PDF below.

Lemelson-MIT program announces $10,000 grant to student engineering project

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Congratulations, engineers!

Catlin Gabel’s Global Community Engineering Club is one of 15 teams across the country that was awarded $10,000 through the Lemelson-MIT 2013-14 InvenTeam initiative. Thanks to the grant, the team now takes the new name, Catlin Gabel InvenTeam.

The Catlin Gabel project, ScumBot, addresses the real-world problem of duckweed infestation in Aspen Lake in Sunriver, Oregon. ScumBot is an autonomous robot that propels itself around inland bodies of water collecting algae and duckweed and depositing that cargo in designated areas. With the grant money, the team will work to build the Scumbot under the leadership of Alexandra Crew '16, president; Anna Dodson ‘16, communications manager; Max Armstrong '15, mechanical manager; Jacob Bendicksen '16, control systems manager; and Vincent Miller '15, software manager. For more about the project visit the Catlin Gabel InvenTeam website

A respected panel of invention and academic leaders from the Massachusetts Institute of Technology (MIT), the Lemelson-MIT Program, industry, and InvenTeam student alumni selected the InvenTeams from a national pool of applicants.

Members of Catlin Gabel’s InvenTeam will travel to MIT’s EurekaFest  in June to present their project, meet other teams, get behind-the-scenes tours of MIT labs, and engage in hands-on challenges.

Dale Yocum is the dedicated faculty advisor of Catlin Gabel’s InvenTeam. “InvenTeams isn't a competition, it's more of a celebration of the creative spirit,” said Dale.

“Our team is thankful for the support of Lemelson-MIT in bettering our local Oregon community through invention,” said CG InvenTeam president Alexandra Crew. “We are proud to be doing our part to help the environment.”


Catlin Gabel names Timothy Bazemore new head of school

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Board chair Steve Gordon's letter to the community

Dear Catlin Gabel community members,

At the recommendation of the head search committee and on behalf of the board of trustees, I am delighted to announce that we have appointed Timothy Bazemore the next head of Catlin Gabel School.

Tim is currently the head of school at New Canaan Country School, a preschool–grade 9 coed school for 630 students in Connecticut. He is a proven leader with invaluable experience as both a classroom teacher and an administrator in independent schools. He brings to Catlin Gabel an exceptional background in progressive education and commitment to our lasting values: diversity, sustainability, and innovation in the classroom. During his interactions with the search committee, board, students, parents, faculty-staff, and alumni Tim demonstrated outstanding communication and interpersonal skills with wisdom and humanity. We are confident that Catlin Gabel will continue to serve as a national model for progressive education and to flourish in ways that are right for our school under Tim’s leadership.

Tim will begin his tenure as head of school on July 1, 2014. We look forward to a seamless transition, thanks to Lark Palma’s continuing leadership, our strong and seasoned administrative team, and our world-class faculty and staff.

“I am tremendously excited and honored to join the Catlin Gabel community next year,” wrote Tim. “During the search process, I was impressed by the energy, joy, and sense of purpose shared by everyone I met on campus. Under Lark Palma’s inspired leadership, the faculty and staff have created an extraordinary learning environment. I look forward to working in partnership with teachers and parents to ensure that every Catlin Gabel student benefits from a dynamic progressive education in the years ahead.”

Tim has been the head of New Canaan Country School since 2000. Through his work as vice chair of the Independent School Data Exchange (INDEX), Tim is leading the national conversation about progressive education and student skills assessment. Born and raised in Lewiston, New York, Tim graduated from Hotchkiss School in 1978. He earned a BA in history from Middlebury College and an MA in history from the University of Pennsylvania. He began his career as a 6th–12th grade humanities teacher at Chestnut Hill Academy, a K–12 school of 550 students in Philadelphia. During his 13 years with Chestnut Hill, Tim assumed increasing responsibility, moving from classroom teacher to director of middle and upper school admission, and then to head of the middle school. He and his wife, Lisa, have two sons, Luke, 15, and Tyler, 23.

The board and I are extremely grateful to the head search committee, chaired by Peter Steinberger, for leading a meticulous and inclusive process in which all voices were heard.

Thank you to the many parents, faculty, staff, students, alumni, and friends who participated by attending presentations and providing feedback. Community devotion to Catlin Gabel’s future was fully evidenced by your more than 1,000 survey responses, all of which the search committee read thoroughly.

We look forward to welcoming Tim and his family to Portland and Catlin Gabel.

Sincerely,
Steve Gordon, MD, board chair

>Link to Oregonian article

Video about Drawing Together Day and installation in Creative Arts Ctr.

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Inspired by former arts faculty members, Drawing Together Day on September 9, 2013, brought back a tradition to campus: a time when people of all ages take time to draw. When the drawings were done, they were assembled into a chandelier-like structure and installed in Catlin Gabel's new Creative Arts Center. Visitors to the building are inspired by the demonstration of creativity, and the school's commitment to the arts. And the students love to find their drawing hanging there!

Catlin Gabel News, Summer 2013

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From the Summer 2013 Caller

AUCTION AND TUITION ON THE TRACK: SUCCESS!

The 2013 auction, Fantastic Voyage, grossed $465,000, one of our best years ever. Thanks to co-chairs Karen Hoke and Kirsten Brady (right) and an incredible team of volunteers for their devotion. Tuition on the Track walkathon co-leaders Mira Hayward ’13 and Max Meyerhoff ’13 led students in all divisions in raising an impressive $65,000 for financial aid.
 

NEWS FROM HONEY HOLLOW

MS language arts teacher Carter Latendresse (left) was named one of this year’s “Teachers of the Future” by the National Association of Independent Schools. . . . Catlin Gabel has been reaccredited by the Pacific Northwest Association of Independent Schools after an exhaustive self-study followed by a visit from a team of expert peers in education. They commended “the work done by the entire community in nurturing students who are curious, insightful, collaborative, and committed to their learning.” The final report is available in Toad Hall.
 

OUR AMAZING STUDENTS

Marina Dimitrov ’13, Ella Bohn ’13, and Casey Currey-Wilson ’13 won National Merit Scholarships. . . . Curtis Stahl ’13, Terrance Sun ’13, Theo Knights ’14, and Tyler Perzik ’14 placed 2nd at the Oregon Council on World Affairs World Quest state competition. . . . The mock trial White Team was one of 14 teams in the region to advance to state. . . . Kristin Qian ’14 is a semifinalist in the 201 Thomas and Evon Cooper International Violin Competition and competed for the final prize this summer.
 

SCIENCE AND MATH KUDOS

Anirudh Jain ’16 (left) won the national Stockholm Junior Water Prize for his project on reducing water toxicity. He receives a $10,000 college scholarship and a trip to Sweden this fall for the international competition. . . . Valerie Ding ’15 is a finalist in the Google Science Fair for her quantum mechanics project. Lawrence Sun ’14 was a semifinalist for the U.S. Physics Team and was featured in Business Insider magazine as one of the “10 Smartest Kids in the World.” Andrew Park ’17 made the Oregon Math Counts team, which came in 4th nationally. Valerie and Lawrence, along with Ben Hutchings ’14, Nick Petty ’14, and Terrance Sun ’13 earned the 2nd place trophy in the BPA Regional Science Bowl. . . . The MS Science Olympiad team represented Oregon at the national competition. . . . The 1540 Flaming Chickens robotics team won the prestigious Chairman’s Award and made it all the way to the final round at the FIRST regionals in Oklahoma. MS Lego robotics Team Sigma won 1st runner-up in state, and the RoboSNAILS won 1st place for teamwork.
 

SPORTS AND ATHLETICS

The Oregon Athletic Coaches Association gave PE teacher, and cross-country and golf coach John Hamilton an award for 40 years of service. Lara Rakocevic ’16 was state champion in girls tennis, and the team came in 2nd. The boys tennis team won 2nd at state, with MacGregor Beatty ’16 and the doubles team of Evan Hallmark ’13 and Ian McClanan ’16 coming in 2nd. The boys golf team came in 3rd at state, and broke school records for 18 holes and 36 holes. In girls track, Hannah Rotwein ’13 was 4th in state for the 3000m and 1500m, Audrey Davis ’13 was 4th in 800m, Adele English ’15 was 5th in 200m, and Adele, Audrey, Annie Loduca ’15, and Hayle Meyerhoff ’15 were 5th in 4 x 400m relay. In boys track, Zach Greenleaf ’15 was 3rd in state in pole vault, setting a new school record of 12'9".
 
Elli Wiita ’15 is one of 12 synchronized swimmers in the country who qualified for the 2013 U.S. Junior National Team.

Creativity—The Commerce of the 21st Century

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From the Summer 2013 Caller

By Nance Leonhardt

When people ask me what my best subject was in school, they don’t expect me to say science. Although I’d always loved making art, when I grew up I’d planned to be a veterinarian or a zoologist. My high school offered an amazing science curriculum that was rich in experiential learning. From raising and training a baby goat in biology to using ballet to explore physics principles, science inspired my imagination.
 
Later when I began studying art intensively in college, it was the scientific aspects of the field, observation and engineering, that drew me down the rabbit hole. Watching chemistry transform the surface of silver gelatin-laced paper, soldering brass and copper fittings, devising a way to project video inside the pouch of a kangaroo—I love the problem-solving that artmaking requires.
 
Arts & Sciences: Blame it on Sputnik
In truth, art and science were inextricably linked for eons (#DaVinci). And yet somewhere between the Renaissance and modern times, the two fields diverged—at least in the United States. The sciences became the bailiwick of tomorrow, and the arts were relegated to an indulgent pastime.
 
I blame it on Sputnik. A lot happened to our country during the period between the industrial revolution and the space race. We outlawed child labor, we created a middle class, we mandated a free public education for all our nation’s children, and our national identity and economic welfare became tied to the outcome of our educational system.
 
In taking that penultimate step, we opened the dialogue about what the goal of our education should be. Late 19thcentury philosopher John Dewey maintained that schools should prepare students for participation in community and society. Curriculum and pedagogy should be emergent in that the school evolves and innovates around the climate of society. Dewey-based schools are often places where art and science coexist symbiotically and still occupy important real estate in the core curricula. Many independent schools, including Catlin Gabel, are deeply informed by Dewey’s original goals.
 
By contrast, public schools latched onto educational psychologist Edward Thorndike’s “law of effect.” A contemporary of Dewey with diametrically opposed views regarding the function of schooling, Thorndike believed skills and concepts must be laid out incrementally and mastered over a prescribed timeframe. Thorndike further posited that the function of schooling should be preparation for the workforce and that people should be trained along vocational tracks. Imagination had no place in Thorndike’s mechanized system—how could innovation be standardized or assessed?
 
STEM, STEAM, and the Teaching of Arts
We’ve all heard of STEM, a movement to improve the teaching of science, technology, engineering, and math. One of the core pieces of STEM philosophy is that 21st-century thinking will best be done by people who can engineer and research problems in order to develop solutions.
 
John Maeda, the president of the Rhode Island School of Design, has been a fervent advocate of converting STEM to STEAM—adding arts into the equation. The central tenets of his argument are that any advance is useless unless it can be communicated, and that flexible thinking, risk taking, and problem solving are essential to any kind of innovation. Those attributes are exactly what is nurtured in a rich and rigorous arts curriculum. In essence, Madea’s argument is that creativity will become the commerce of the 21st century.
 
The mechanics of art production are the methods for expressing ideas. Just as in organic chemistry or calculus, the greater your fluency is with the methods, the more you can bend it to explore ideas and concepts. As a society we have failed to take the fluency and methodology of the arts as seriously as literacy or numeracy. Students have not been given equal time to develop their arts skills so they can feel in command of those skills.
 
Building Skills, Drawing on Creativity
One of our jobs as arts educators is to give students command of the medium, whether that is playing an instrument, working in theater, controlling lenses and apertures in photography, or drawing. With continued scaffolding and building relationships with students, we can help them build skills over time, so that we see kids who can dig deep and explore huge ideas through these mediums.
 
A good arts education will help kids unpack the messaging that the culture gives them about societal norms and values. The work of Matt Junn ’13 is a shining example of that. He learned to render early on, but it took nurturing in the studio to get him to apply those skills to analyze a bigger idea (see his self-portrait at left). He’s now digging into his identity as a Korean American, learning to control and appropriate images to unpack what they mean to him and what is expected of him.
 
Elliot Eisner, a leading researcher in arts education at Stanford, gives strong arguments for the value of arts education that are relevant to our teaching—and the reasons why Catlin Gabel has just built a new Creative Arts Center.
 
• In the arts you can put together your work in an infinite variety of ways. The artist must make sense of these choices.
 
• In the arts, you can head in a direction, but when things happen along the way you have to make judgments to adapt. It can send you in a whole new direction. That’s innovation. It’s where you make a discovery (#breadmoldpenicillin).
 
• How something is said is part and parcel of what it says.
 
• We can experience things in art that go beyond what we can articulate. It helps us live in a bigger place. A recent exhibit at Mercy Corps featured a mural project where the faces of abused women in Rio de Janiero were phototransferred in giant scale on the buildings of the steeply terraced city by French artist JR. The images bore witness to the atrocities faced by women who had been formerly voiceless in that region, and change began to unfold.
 
• The arts are a special form of experience because of the intense engagement of the creator with the work. People think this is all art is, but it is just what makes it unique. The material resists you, and you have to get it to perform a task or deliver a message.
• Art must explore through the constraints of its mediums. If we don’t create possibilities for fluency in the range of mediums, we are preventing ourselves from living fully in the realm of big ideas and being able to solve problems creatively.
 
The Arts are Transformative
Just as babies are born with a scientist’s hunger for inquiry, so too are people are born to be creative. Equipping our students with a rigorous education in the arts teaches them about methodology, purpose, understanding their audience, and communicating that message. We arm them with guitars and hammers, poetry and cameras. We help them give form to ideas, to innovate and to connect. Our students will be the change in the 21st century.
 
Nance Leonhardt is Catlin Gabel’s Upper School media arts teacher and the head of the arts department.  

The Power of Creativity: Catlin Gabel's New Creative Arts Center

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From the Summer 2013 Caller

The new Creative Arts Center will foster interdisciplinary work in the arts and collaboration among disciplines, teachers, and students in grades 6 through 12. We hope that, ultimately, the creative practices engendered in this building lead to innovative thinking in all disciplines, and our students’ ability to make their way in the world in whatever career they choose, armed by the creative thinking habits they’ve honed here.

The space to create

US visual art, US choir,
US media arts, MS drama,
MS music, MS visual art
Current arts square footage: 6,786
CAC square footage: 20,000
 
Creative Arts Center Upper Level
Gallery
Outdoor plaza
Media arts
Theater control room
MS visual arts
US visual arts
Shared print room
3D studio
Art Walk
 
Lower Level
Black box theater (two levels)
Theater tech space
Drama classroom
Instrumental room
Choir room
Music laboratory
Practice rooms
Instrument storage
 

“A truly outstanding school excels in all areas of curriculum. A well-balanced course of study allows students to develop the wide variety of skills needed to succeed once they leave school. A robust arts curriculum is crucial in fostering those creative skills that are increasingly in demand in the 21st century workplace.” —Dan Griffiths, Upper School head
 
“We have often said that we have the teachers, we have the program, but we just have never had the facility to help our children become leaders who can think abstractly and outside the box. Now we will have a first-class building to house this exciting program. It has been a joy to be part of a team that is finally seeing a vision come to life for an amazing school.”—Craig Hartzman, campaign co-chair, parent & donor
 

“It’s only in retrospect that I truly appreciate how definitive my exposure to the arts at Catlin Gabel was for my career and myself. Honing my artistic side made me more explorative, creative, imaginative, and probably a super-spoiled brat.”—Megan Amram ’06, Harvard College graduate & professional comedy writer

 

ARTS CLASSES & SAT SCORES: A POSITIVE LINK

Math teacher Kenny Nguyen and two of his statistics students, Siobhan Furnary ’13 and Lianne Siegel ’13, analyzed data for 422 Upper School students from 2005 to 2013. They found that taking more Upper School arts classes was correlated with higher SAT scores—an expectation of 22 points for every arts class taken.


Did you know?

“John Maeda, the president of the Rhode Island School of Design, has been a fervent advocate of converting STEM to STEAM—adding arts into the equation. The central tenets of his argument are that any advance is useless unless it can be communicated, and that flexible thinking, risk taking, and problem solving are essential to any kind of innovation. Those attributes are exactly what is nurtured in a rich and rigorous arts curriculum. In essence, Maeda’s argument is that creativity will become the commerce of the 21st century.”—Nance Leonhardt, arts department chair  

"The Learning is in My Hands"

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The Catlin Gabel journey of lifer Qiddist Hammerly '12, now at Northwestern University, was made possible through financial aid

From the Summer 2013 Caller

Catlin Gabel helped me develop skills in organizing, fundraising, and creating projects that were my own, because it gave me the freedom to take an idea and run with it. My projects in Lower School included an Environmental Friends club, a huge potluck and tree planting, and a tsunami relief fund and walkathon—I even had an opportunity to go on the local news to talk about that. I’ve continued to use those skills.
 
In the Catlin Gabel community there’s a lot of trust and respect, both among peers and between peers and teachers, that inform how students learn and give them the ability to succeed both in school and out in the real world. Teachers hold you accountable for your own learning and give you a lot of responsibility, whether that’s teaching a class or creating a class discussion that engages your peers. The level of trust allows students to take safe risks in the classroom and when they leave the school. I always think back to what my 1st grade teacher Zalika always said: “Your worth is not bound in your performance.” You learn that you’re not always going to do perfectly, but you’ll push yourself to strive for something. You learn that it’s more about the learning and not about the grade.
 
Going through Catlin Gabel has helped me to not be afraid to try something new at Northwestern University, or tackle something that might be really hard. Catlin Gabel has taught me that if I’m interested in something, I should put my all into it, and that it’s worth the challenge. I’m majoring in social policy; I’m interested in education and education policy, and working with youth in the criminal justice system. I have a job working in a 1st grade classroom, teaching reading and writing skills. I’m also doing a mentorship at a youth detention center in Chicago, with its music program.
 
Talking to students from other schools, I’ve found that it’s a uniquely Catlin Gabel thing to have such a close and personal relationship with your teachers. That’s something that the school does really well. That connection outside of the classroom has been really beneficial to me.

Catlin Gabel teachers and the school push you and encourage you to make your learning your own, and they give you the ability and the freedom to create your own experiences. If you have an idea, you have the power to turn that idea into a reality. As a kid, for me that was the coolest thing. I have the power to create what I want to do? The learning is in my hands? That’s what made Catlin fun for me, whether it was volunteering in Middle School at Albina Head Start, or a research project as an intern at OHSU, or going on a trip to Botswana.

My parents didn’t really expect to send me to Catlin Gabel: financially, it didn’t seem like an option. Through the combination of the sacrifices that they made throughout my time here and the generous scholarships I received, I was able to stay all the way through. I am grateful to everyone who made it possible for me to stay here, both to the donors and to my parents. I’m also grateful to my teachers, because I was here from such a young age. Catlin Gabel made me who I am.
 
Excerpts from an interview with Qiddist conducted in February 2013.

Scholars Program Named to Honor Lark Palma

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The first step in a year of celebrating Lark's leadership

From the Summer 2013 Caller

By Steve Gordon, chair of the Catlin Gabel board of trustees 

This is a year for celebration—a celebration of where we’ve been, where we’re going, and Lark Palma’s contribution to our journey. This is Lark’s last year as Catlin Gabel’s head. For nearly two decades, she has completely dedicated herself to guiding the school to the fullest expression of its mission.
 
Honoring Lark this year begins with a fitting tribute from Phil and Penny Knight—the renaming of the Knight Family Scholars Program to the Palma Scholars Program. The Knights appreciated Lark’s vision for innovating curriculum and broadening our admission reach. In Phil’s own words:
 
“In celebration and recognition of Lark Palma’s remarkable career at Catlin Gabel and the legacy she leaves, as she embarks on her final year as head of school, the Knight Family Scholars Program will now and forever be referred to as the Palma Scholars Program. To be consistent with future recipients and to not confuse the community, all eight prior recipients will be deemed to be the Palma Scholars. Congratulations to Lark.”
 
The Palma Scholars Program brings in exceptional 9th graders—excelling in academics, athletics, leadership, and service—and provides all Catlin Gabel Upper School students with new ways to learn based on collaboration and creativity. The program prepares tomorrow’s leaders with an inspired curriculum that we hope will serve as a model for our nation’s high schools.
 
Lark’s expansive vision for education has also focused on increasing the availability of a great education. From the start of her teaching career she has believed in the importance of financial aid and the necessity for a school community that would represent the wider community. “We could not deliver the kind of education we want to without diverse voices,” she says. “I am confident that through all means possible, including increased financial assistance, the school will continue to incorporate this wide range of voices and cultural values.
 
”When Lark was told about the honors planned for her, she said, “I’m proud to have my name on the Scholars Program for 9th graders, and to be associated with our general financial aid endowment benefiting students of all ages. All my life I have believed that the best way to provide equality is to provide access to education. This is an irrefutable truth.”
 
To kick off this celebratory year and acknowledge Lark’s abiding interest in financial aid, the board and I invite you to join us in honoring Lark in one of these ways:
 
• Make a gift to the Palma Scholars Program to benefit Upper School students
• Make a gift to Catlin Gabel’s general financial aid endowment fund for students of all ages demonstrating need
 
These are fitting tributes to Lark, who has dedicated her career to attracting excellent students regardless of their ability to pay tuition, and creating an innovative and vibrant curriculum and a secure financial future for Catlin Gabel.
 
Please join us this year as we continue to recognize Lark’s extraordinary leadership. To make gifts to the Palma Scholars Program or Catlin Gabel’s financial aid endowment in Lark’s honor, please email Miranda Wellman ’91, director of advancement, or call 503-297-1894 ext. 398.