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Kevin Ellis ’10 to present computer science paper at international symposium

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Kevin Ellis '10 is presenting at the International Symposia on Implementation and Application of Functional Languages IFL 2009 conference at Seton Hall University. After winning two major prizes at science fairs last year, Kevin submitted his paper to IFL, and it was accepted. He is presenting along with graduate students and university professors from around the world. Take a look at the list of other presenters to get an idea of the company Kevin is keeping. Conference participants.

IFL brings together researchers and practitioners to present and discuss novel work on the implementation of functional and function-based programming languages and applied functional programming. This is a forum to discuss new ideas, preliminary results, work in progress, and publication-ripe material.

Planning ahead for swine flu

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Catlin Gabel's plans and recommendations in anticipation of the coming flu season
Lark, division heads, and other staff members are constantly monitoring information from local county health departments. Administrative assistant Chris Balag attended a statewide conference on swine flu in late August, where she met with Governor Kulongoski and local health authorities. Since the start of the school year we have been in regular contact with Kathleen O'Leary, Washington County public health administator, and Dr. Paul Lewis, deputy tri-county health officer and associate professor of infectious diseases at OHSU, to ensure that our information is current and our plans are appropriate.
Here are some of Catlin Gabel’s plans and recommendations in anticipation of the coming flu season:
Anyone with flu-like symptoms should STAY HOME and remain at home until he or she is fever free without medication for at least 24 hours. This is a public health issue; everyone’s cooperation is vitally important.
When calling in to report your child’s absence, we would appreciate knowing if he or she has flu-like symptoms. We will do our best to track trends.
Students missing classes will have ample opportunity to make up work. Teachers will take special care to help.
Students missing practices or games because of illness will not be penalized for their absence.
When one-third or more of the students in any one grade level are out sick for any reason, be it swine flu, pink eye, or any other communicable illness, we may close appropriate portions of the school.
We are reserving “sick rooms” on campus where we can isolate adults and children who become ill with flu-like symptoms at school until they are taken home.
The cleaning crew will take extra measures to disinfect tables, doorknobs, faucets, and other surfaces.
We will step up efforts to remind students and teachers of the following precautions to prevent the spread of viruses. We urge you to reinforce these good hygiene practices at home.
  • Cover your nose and mouth with a tissue when you cough or sneeze. Throw the tissue in the trash after you use it.
  • Wash your hands often with soap and water, especially after you cough or sneeze. Alcohol-based hands cleaners are also effective. 
  • Avoid touching your eyes, nose, or mouth. Germs spread that way. 
  • Try to avoid close contact with sick people.
  • Influenza is thought to spread mainly person-to-person through coughing or sneezing of infected people.
  • If you develop flu-like symptoms of fever, aches and pains, sore throat, coughing, trouble breathing, runny nose, or nausea, diarrhea, and vomiting, you should contact your health care provider. Your health care provider will determine whether influenza testing and treatment is needed.
For more information about the H1N1 virus, please visit www.flu.oregon.gov
If you have any questions about Catlin Gabel’s plans, please get in touch with Chris Balag at 503-297-1894 ext. 274.

Empty the Lot Day

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Thursday, October 14

Choose how you cruise

On this symbolic day, the Catlin Gabel community will join in an effort to empty the parking lot!

We urge you to try using a different form of transportation if you usually travel by car. Help reduce your carbon footprint and do your part to keep the air clean for everyone. You may even find that you prefer riding the bus with your friends or biking in the crisp morning air!

Choose how you cruise

How will YOU get to school?
  • Bike
  • Walk
  • Carpool (link to carpool map)
  • MAX or TriMet
  • Ride the Catlin Gabel bus for free – one day only special
Sign-up is required even for regular riders.

Beginning and Lower School parents: Ginny Malm has access to the online registration information so you don't need to call her if you sign up online by Thursday, October 7.

Happy travels!


Parents of Seniors Book Group

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Parents of Seniors Book Group: Fall Schedule

We invite you to join us at an upcoming Parents of Seniors Book Group meeting.  We started this book group when our kids were in their sophomore year in order to provide parents with an opportunity to connect with class parents on a regular basis.  Our meetings are part book discussion and part social.  We’re pleased to say that we’ve formed some great friendships through this group and we encourage you to join us at a future meeting.  Here’s what’s happening in the coming months:

 Wednesday, October 7

City of Thieves, A novel by David Benioff (New York Times Bestseller)


Wednesday, November 4

Portland Noir,  Edited by Kevin Sampsell


Wednesday, December 2

To be announced.


All meetings are from 7:00pm to 8:30pm in the Dant House faculty lounge.  We hope you will join us.

Happy Reading,

Patty Barker and Jeanette Weston

Welcome back to school

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Letter from Lark Palma

Welcome! I hope you are looking forward to the 2009-10 school year as much as I am. Some fabulous new students are joining us in all four divisions. I know that returning families will join me in welcoming our new community members.

We are proud to open with full enrollment. We were able to increase this year’s financial aid budget by 41 percent, which allowed us to keep our community together despite the recession. This is a real testament to our board members and their commitment to making financial aid a school priority. While we have never been frivolous spenders, faculty and staff worked hard to trim budgets without negatively affecting the academic and co-curricular programs. The school’s long-term financial health is in great shape.

To our parents: sending your child to Catlin Gabel is a big commitment, and we deeply appreciate the trust you have placed in us. Your child will have a great year in school. Your daughter or son will be enthusiastic about learning and will grow in ways you do not expect. Our extraordinary teachers, librarians, counselors, and support staff members will work side by side with students to make learning engaging and challenging. 

Teachers and staff members were busy throughout the summer preparing for students to return. The much-needed new coat of paint on the Barn symbolizes our approach to education: honor our traditions while making things fresh and new. We launch the year fully invested in all our students’ success at school.

 Catlin Gabel teachers are extraordinary, as exemplified this spring and summer by four faculty members who received honors of note. The United States Department of State and the J. William Fulbright Foreign Scholarship Board honored two teachers with awards: Paul Monheimer, 7th grade world cultures teacher, was awarded a Distinguished Fulbright Award in Teaching to conduct research in Israel spring semester, and Cindy Beals, Upper School math teacher, received a Fulbright Teacher Exchange grant to teach in Turkey for the 2009-10 academic year. I am pleased to welcome 6th grade math teacher Nagame (pronounced Nah may) Karamustafaoglu from Turkey, who came as part of the Fulbright Teacher Exchange. Upper School English teacher Nichole Tassoni attended a seminar on Dante in Italy this summer sponsored by the National Endowment for the Humanities. The American Immigration Council awarded Upper School Spanish teacher Lauren Reggero-Toledano a grant for her project, “The Hispanic Presence in Oregon During the Great Depression and Today.” Read more about the awards that speak to the excellence of our faculty in the “Congrats!” article.

As the 2009-10 school year begins, I invite you to join Upper School students and teachers in reading Mountains Beyond Mountains. We are fortunate and thrilled to welcome the author, Pulitzer Prize winner Tracy Kidder, to campus for this year’s Karl Jonske ’99 memorial lecture on Tuesday, October 13, at 11:30 a.m. in the Cabell Center Theater. You are all welcome to attend this special Upper School assembly.

I look forward to seeing everyone on campus again and finding out about your summer and your hopes for this new year. It’s going to be a great one!

Yours truly,
Lark Palma
Head of School



Bus schedules posted, daily service begins September 3

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Tired of traffic hassles?

Send your kids to school on the Catlin Gabel bus! Riding the bus is good for the environment, reduces parking lot overcrowding, and saves you time and money.

The 2009-10 bus schedules are posted on the school web site on the Bus Service page in the Parents section.

Parents must print out, complete, and sign two 2009-10 required documents (Department of Education Regulations and Parent Guidelines) authorizing bus ridership for this year. The documents are posted as PDF files on the Bus Service page. Please return the completed documents to the administrative assistant in your child’s division.



Former students praise music teacher Don Wolfe

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Oregonlive.com article, August 09

Kevin Ellis '10 featured in Columbian article

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Senior's report on his trip to CERN in Switzerland, July 09

Catlin Gabel teachers chosen for a Fulbright Teacher Exchange and an NEH seminar

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Nichole Tassoni studies Dante in Italy, and Cynthia Beals heads to Turkey

Two Catlin Gabel high school teachers have been selected to participate in prestigious international programs. Cynthia Beals was awarded a Fulbright Teacher Exchange grant to teach in Turkey by the U.S. Department of State and the J. William Fulbright Foreign Scholarship Board, and Nichole Tassoni was chosen to attend a seminar on Dante in Italy sponsored by the National Endowment for the Humanities.

Cynthia Beals will teach mathematics at Eyuboglu High School in Istanbul during the 2009-10 academic year. In return, Turkish teacher Nagme Karamustafaoglu will teach middle school mathematics at Catlin Gabel. Both were selected to take part in the prestigious and competitive Fulbright Classroom Teacher Exchange program, which is open to classroom teachers of any grade. Beals is one of approximately 60 U.S. teachers who will participate, one of only five teachers from the Pacific Northwest, and the only teacher going to Turkey.

After a three-day orientation in Washington, DC, Beals will travel to Istanbul to begin teaching on August 10. “I’ve always been interested in other cultures, and teaching abroad has always been a dream for me,” she says. “Head of school Lark Palma and Upper School head Michael Heath have been very supportive and positive. This is a great opportunity for my professional development, and for Catlin Gabel to broaden its community and learn from a teacher from another country. We will all benefit from a new perspective on a fascinating culture.”

You can read about Beals’s Fulbright Exchange and residence in Istanbul on her blog  .

Catlin Gabel high school English teacher Nichole Tassoni is taking part in a six-week summer study of Dante’s Commedia in a National Endowment for the Humanities seminar based in Siena, Italy. The high school teachers in the seminar have been exploring Dante’s world by visiting cultural and artistic sites important to Dante and his poem in cities that include Florence, Rome, Orvieto, San Gimignano, Ravenna, and Assisi. “The visits have really enriched the poem and its sense of history and culture,” says Tassoni. Discussion, collaborative learning, and writing are key components of the seminar experience, which ends August 6.

“I chose to apply to this seminar because I had never read Dante’s masterpiece before, and wanted to do so with a group of scholars,” says Tassoni. “The experience has been all that I hoped for. Our two instructors—Ronald Herzman from SUNY-Geneseo and William Stephany from the University of Vermont—are passionate, life-long experts on Dante, and the 14 other teachers in the seminar are amazing to work with. Of course, being in Siena has been wonderful!"

Backpacking the Wallowas with Llamas, Summer 2009

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We gathered at the Catlin parking lot early Monday morning, 8 students and 2 adults.  After loading the bus and trailer with all our gear, we set off for the long drive to the Wallowa Mountains in NE Oregon.  On arrival in Richland we were trained in the care and loading of llamas, who were to carry most of our gear for the next 6 days.  We said goodbye to the llamas after this brief meeting and went to our forest service campsite on Eagle Creek for a chili and cornbread dinner and a lot of Frisbee.

The next morning we packed up and headed off to link up with the llamas.  After a loooooong drive on dusty dirt roads we finally arrived at the Main Eagle trailhead on the southern edge of the Wallowas.  Getting the llamas saddled and loaded the first time took a long time.  Fortunately their owner Gary patiently stayed and helped us do this.  Finally we were ready to set off into the wilderness.  We filled out our wilderness permit and started up the trail along Eagle Creek.  In places the trail was narrow and bush lined, so we had to hike single file.  The llamas could be linked together like a train, so that 7 students did not each need to take one.  The trail crossed the creek twice on sturdy wooden bridges.  We stopped for lunch at a narrow gorge, the first spot in a long while where the trail widened enough for us to get off it.  After the second bridge, the way got wilder as the trail continued up the glacially carved valley.  We had to ford the next stream.  There was a log for humans to cross on, but the llamas had to be led through the icy water.  At the next junction, the sign was gone, but it was pretty obviously the fork we were seeking.  We forded the main stream to find the steep climb to Bear Lake.  The water was so cold it was almost unbearable.  It was quite late at this point, due to the long drive, and the slowness of the loading and leading of the llamas, so we decided to camp in the beautiful streamside meadow, instead of making the freezing crossing and the steep ascent to Bear Lake.  We found a wonderful campsite, even complete with showers!  (Some previous campers had left two sun showers hanging on a log.)  We unloaded the llamas, pitched tents and made dinner.

The next day we pushed on up the valley.  We reached its end and climbed up a side trail to Eagle Lake, formed in the cirque left by the glacier that once filled and carved this valley.  The llamas had trouble negotiating the switchbacks and the llama trains had to be uncoupled so that the llamas could be led individually.  As the students had already become quite fond of the llamas, and knowledgeable about their quirks and characteristics, this was actually a welcome turn of events.  Although it was July, there was still a lot of ice floating on the lake.  We had lunch on a rock with grand views over the lake and down the valley we had ascended to reach it.   The descent to the junction with the main trail went more smoothly that the climb up had gone.  We continued up the main trail towards Cached Lake.  The trail had just emerged from being covered with snow, and no maintenance had yet been done.  We ran into an area with a lot of downed trees.  Some we were able to skirt by leading the llamas around them.  Some we cut out of the way with a collapsible saw.  But then the trail-blocking trees became too big and too numerous to deal with.  It took a half hour of scouting to find a way around the extensive blow down (or perhaps avalanched down) area.  Finally we arrived at Cached Lake, and set up camp.  There was snow in the area, so we could refrigerate our milk and dessert pudding.  We had a fire that night, and smores were made and enjoyed.

The following day we hoped to make it over the pass and down to the Minam River.  We broke camp and loaded up the llamas.  The trail led ever higher.  We got above the tree line, which meant ever grander vistas opened to our eyes.  It also meant increasing snow cover, and the trail became ever more challenging to find and follow.  In spots we had to go cross county considerable distances in order to try to keep the llamas happy.  (They didn’t like crossing the snow.)  We were successful in getting the llamas to within 200 feet of the pass.  Right at the pass a steep cornice on a lingering snow bank covered the trail.  Despite extensive scouting, we could not find a safe way to get the llamas over or around this obstacle.  We left them picketed on a relatively level spot by the trail, and made our own way up to the top of the ridge.  Here there was a wide, level meadow, a great place for lunch.  It was also high enough that we once again had cell phone reception, in the heart of the wilderness, and could call and change our pick up point for the end of the trip, as we would now have to backtrack on our route, instead of making a loop as originally planned.  We admired the panoramic view from here – back down the valley up which we had come, and on into the deep, green valley of the Minam River, from which the llamas were now excluded.  Entranced and enticed by this tempting view, we followed the trail some distance along the ridge, until it began to descend more steeply.  Reluctantly, we turned around, returned to the llamas and led them back to Cached Lake, where we remade camp.  As it was yet early, a group of adventurous explorers set off to investigate the far end of the lake and beyond.  They climbed up a long snow bank to cross a rocky ridge.  On the far side was an unexpected, hidden lush green meadow beside a burbling, crystal clear stream.  A fine place for a delicious snack.  They were tempted to linger there, but the call of the higher places upstream sang siren-like.  So they went on.  The way got steeper and looser and slipperier, but they persevered, even when forward progress slowed to creeping on hands and knees.  Finally a summit with a wide level space was reached.  After a rest, with congratulations and commendations all around (and a bit of first aid work), it was decided that descent was too dangerous by the route taken upward, so rather than go down again, the group continued upward to link up with the trail from earlier in the day.  The adventure thus became a loop hike, and ending up circling the lake (and then some).

On the day after this, we returned to our magnificent meadow campsite by Eagle Creek.  As this was a short, all downhill hike, we set up camp early, then set off to ford the creek and hike without the llamas up to Bear Lake, where we had intended to camp the first night.  Once we got there, we found that we actually had a much better campsite down by the creek in the meadow.  We ate our lunch in a much smaller campsite beside the lake, which was surrounded on two sides by immensely high, steep cliffs, and on the others by low banks with small, scraggly trees on them.  After lunch we split into two groups.  One (the sheep) returned to camp to nurse their burgeoning blisters, while the goats hiked a spur trail to Looking Glass Lake.  It seemed much farther than the 1.6 miles indicated on the map to this dammed lake, but once the initial steep climb was over, the trail was scenically spectacular.  We crossed small snow banks which provided cool, refreshing melt water for our water bottles.  A small tarn nestled in a broad meadow of blooming heather, transporting us momentarily to Scotland.  Our first view of our destination lake was from above, and we had to descend on extensive snow banks (by skiing on our shoes) to its banks.  This lake was surrounded by granite rocks that plunged directly into the deep water.  On some of them the glacial polish and striations left by the glacier that carved out the lake bed were quite evident.  The clear water was so enticing that all the students plunged into the water for a refreshing, icy dip.  Well, most of them plunged - the last whined and whinged his slow way in.  A swim out to a drowned tree was followed by a hasty retreat to dry off on sun-warmed but snow-surrounded rocks.

Our final full day started with a short hike down the valley to a campsite not so far from the trail head.  We found a shaded site right by rushing Eagle Creek. After setting up camp and picketing out the llamas, we set out to explore the “not maintained” trail to Arrow Lake.  It climbed steeply up the side of the valley.  Up and up and up it went.  After a stream crossing we found a well situated rock with a grand view for lunch.  But we were not yet at the top, so we continued on, going up ever more slowly, but keeping at it, until we’d climbed over 2000 feet, and were back in the land of snow.  False summits kept taunting us, making us think we were nearly at our goal, only to find another, higher ridge behind the one we had just topped.  At last, though, we reached the actual top, and the trail began to descend.  In the distance, too far in the distance, across a too deep canyon, we spied the lake we thought we were heading for, a snow free pond glimpsed from the snow blocked pass two days earlier, that we had thought to gain more easily by this alternate route.  But it was too far, the time too late, and the feet too tired to try to reach it today.  With heavy hearts we turned around and returned to a small, ice berg infested lake at the pass we had just crossed.  We sat down wearily for a well deserved peanut M&M break.  Careful perusal of the topo map revealed that this was actually the Arrow Lake we sought, not the tantalizing traitor we had seen in the distance.  Although disappointed in our ambition of being able to swim in the lake, deterred by the icebergs and the wind blown surface dust that collected at our end of the lake, we were nonetheless encouraged to realize that we had in fact reached our goal after all.  The descent went much more quickly and easily.  We were able to appreciate things we had missed on the way up, like the wild beauty of a corkscrew tree burned out in a spiral by lightning.

The last morning we got up an hour earlier than the previous mornings, to be sure of making the trailhead pickup for the llamas.  We were all such practiced hands at breaking camp and llama loading that we managed our quickest wake-up call to walk out time ever.  Even the llamas knew something was up, and for the first time all trip hiked at a pace over 2 miles per hour.  (Previously the best we’d been able to average with them was 1 mile an hour.)  As a result, we were back to the bus quite early, and were able to unpack and organize our things, as well as have some lunch and play some Frisbee before Gary and his family showed up to claim the llamas.  All too soon they were gone, and we began the long drive back to Portland.

Now we are left with great memories of the camaraderie of camp and trail; the magnificent scenery; the fabulous, filling food; the foibles of the llamas; the evenings of smores, Frisbee flinging and card playing; and the adventures of drinking melted snow, steep scrambles, shoe skiing, swimming, wilderness cuisine preparation and consumption, and trail finding.  Oh for another such trip!

Please watch the slideshow of this trip by clicking on any of the below photos and pressing "play."  Enjoy!

California Surfing and Grayback Massif Traverse, Summer 2009

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This past July a group of eleven headed south from Portland with two ambitious goals: to surf the fabled breaks of NoCal and to make a traverse of the Grayback Massif (the highest peak in the Klamath Range).  What started as an experiement became an unforgettable road trip.  Waves were ridden, summits were tagged, friends were made, laughs were abundant... we were sorry to see it all end.  Please click on a photo, press play, turn on some music (Baba O'Riley!), and watch the slideshow.  Enjoy!



Update: Cam McClure '07

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A Malone Scholar Checks Back In
From the Spring 2009 Caller

By Mike Moran

Thanks to our grant from the Malone Family Foundation, we can award scholarships to the brightest and most deserving students

In 2005 Catlin Gabel received an extraordinary $2 million gift from the Malone Family Foundation to establish the Malone Scholars Program. This program allows top-level students to obtain scholarships at the finest independent secondary schools in the country. In awarding the grant the Malone Foundation acknowledged Catlin Gabel as a national leader in independent education.

Selection criteria included academic caliber, quality of the staff, accommodations for gifted and talented students, strong enrichment programs, attention to the individual student’s needs, financial strength and stability, commitment to financial aid, and an economically, culturally, ethnically, and socially diverse population. Catlin Gabel is the only school in Oregon to have received this honor and one of only 25 in the country.

Currently we have eight Malone Scholars in the student body. Their talents are extraordinary and diverse, each with the passion for learning that motivates them to be such remarkable students. From the moment they stepped on campus each has displayed the traits that make Catlin Gabel students exceptional—individuality, creativity, and a willingness to succeed.

We checked in on Malone Scholar Cameron McClure ’07 to see what was going on in her life. Cam was a terrific student while at Catlin Gabel, and she shows how the generous gift from the Malone Family Foundation allowed her to reach for what might not have been possible, and how Catlin Gabel’s progressive education shaped her desire for learning.

After graduating from Catlin Gabel, Cam headed to Columbia University in New York. She flourished at Columbia, but she left after she realized it was not a good fit for her. She craved a more intimate community where she felt she could make a difference. Cam says she missed Catlin Gabel, where the faculty and staff encouraged dialogue, and the students were the focus of the school.

“I am currently in Portland, tutoring math at Catlin Gabel and working on transfer applications to a smaller liberal arts college in the same spirit as Catlin Gabel,” says Cam. “This summer I’m heading to New York to work as a residential teaching assistant for Upward Bound, as I did last summer. The program serves New York City high school students who are either low-income or first-generation college bound. The program provides academic help, support, and college guidance to teenagers. At least on a small scale, I can pay forward the gift Catlin Gabel and the Malone Foundation gave me.

“At Catlin Gabel, I was so grateful to the Malone Foundation because the scholarship allowed me to attend, but I don’t think I grasped the significance of the gift,” says Cam. “If I had not received full aid—if I received just enough to make it impossible to turn down, and thus had to work a part-time job—I could never have participated as fully at Catlin Gabel.”

The Malone Scholars Program is just one of our many scholarship funds provided by foundations and individual donors. What our students on financial aid have brought and will continue to bring to the school is of enormous value. Catlin Gabel would not be the caliber of school we are without these students. Financial aid scholarship funds, like the Malone Scholars Program, help keep us strong.

Mike Moran is Catlin Gabel’s director of foundation relations.


Notes from Our Educational Leaders

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From the Spring 2009 Caller

Farewell, Pam McComas

Pam McComas, head of Beginning School and associate head of school, left Catlin Gabel in June to become director of the K-6 division of the 860-student Chadwick School in Palos Verdes, California. Pam was instrumental in leading many large-scale projects during her 14 years at the school, including the process for evaluating faculty and administrators, the Imagine 2020 conference in 2006, and the creation and implementation of a schoolwide curriculum map. She also served for a year as interim head of the Upper School.

“I often say one of my wisest decisions was to hire Pam the summer I arrived at school,” said school head Lark Palma. “She has been a mentor for me in early childhood education, a wise counsel, and the creator of the professional development program and curriculum rubric we use today. If you have been in a meeting she has facilitated, you know her talent for bringing folks to consensus. Most of all, her heart, her progressive education DNA, and her voice always reminding us to walk our talk and live our philosophy has helped keep us centered. I know how lucky her new school, colleagues, and school head are in bringing her into their community.”

“I am thrilled with the prospect of a new adventure and sad to be leaving this remarkable school. This life transition brings me close to my two-year-old granddaughter, Rita, and that’s a good thing. I will miss Catlin Gabel and everyone here terribly, and the Beehive will always hold a special place in my heart. Interestingly, after 14 years at Catlin Gabel, I will be leaving in June along with the graduating ‘lifer’ seniors who started at the same time I did in the Beginning School,” said Pam. Hannah Whitehead, 6th grade humanities teacher and former Beehive teacher, will serve as interim head of the Beginning School.


A Brief Musing on My First Two Years at Catlin Gabel

By Michael Heath, Upper School head

Here’s what amazed me first when I arrived at Catlin Gabel in the fall of 2007—that students shape their lives a lot more here than at other schools, that we expect them to take an idea and make it happen. I just came back from our annual kidnap day (a student idea!), where the Upper School student government whisks away their classmates. The student officers stayed behind to clean up the community center where they had spent the day, and I was so proud of them. They had done it all, and done it all well.

The collective wisdom of Clint Darling and John Keyes in my first year made a significant difference. It speaks volumes about both of them that even though they had each held my position, not once did either of them say, “Well, when I was Upper School head, we did it this way!” And the other faculty members have proved to be extraordinary, and supportive. I’d like the faculty to see each other in action more, because they are so uncommonly good, and sometimes when you’re teaching in that bubble, working hard with your head down, you don’t hear that enough.

Parents here genuinely trust the teachers, the school, and the peer groups their sons and daughters find themselves in. It makes such a difference to be in this kind of school. When I hear feedback from parents, it’s typically a good point about how to make something better—or we end up having a great conversation about the various facets of an issue. It shapes the way we do things, to a large extent.

It is difficult to capture the totality of my first two years. So much has happened, and there is so much I love about this community. But what I quickly learned about Catlin Gabel people is that they are inspiring, generous, and welcoming.

The Statistics of Rummage

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Cindy Beals's students survey Rummage shoppers for vital info
From the Spring 2009 Caller

By Nadine Fiedler

Catlin Gabel students are all over the Rummage Sale, but Cindy Beals’s statistics students are unique: they’re the ones with the clipboards politely asking shoppers to fill out surveys.

Cindy Beals teachingCindy and her honors math class have worked for the past five years to provide information the school needs to run a better Rummage Sale. The project was the brainchild of Rummage coordinator Lesley Sepetoski, who wanted to find out more about the demographics of the sale’s shoppers. Who’s buying what, and when? How far did people drive to get there, and is Expo a good location? What were they hoping to find? Lesley asked Cindy if she might be interested in involving students in finding the answers, and Cindy knew it would be a perfect fit for her yearlong statistics class. It would allow her and the students to apply the theory they learn, and it would give them a chance to see the messy process of statistics in the real world.

The cycle begins early in the fall, when Lesley tells them what she’d like to know. The class thinks about possible questions: how the question order makes a difference, or how slightly different wording can provoke different answers. Then they create their questionnaire.

An important aspect is learning the right way to approach Rummage shoppers so they see the students as respectful and will take the time to answer. “It’s scary for some kids to approach the shoppers, but that’s another part of the learning experience. All of them end up talking to people they wouldn’t have much chance to otherwise, and it gets them to see a different part of Rummage,” says Cindy.

When the sale arrives in late fall, each student first samples shoppers in one location for just one hour; the information from all the students shows the changes over the course of a day. Next the students all go at once, and each samples shoppers in a different department to see how that varies. The  students learn to analyze the data, and in the spring they present their finished report to Lesley and the Rummage committee.

The students’ surveys have resulted in real improvements to the sale. When it was clear from the survey that long lines were a serious problem, the committee decided to have seniors work as cashiers, speeding up the checkout process. “Having their work result in actual changes inspires them to do a thorough job so that we affect future Rummage sales,” says Cindy.

Cindy is a huge fan of the Rummage Sale, which makes this a doubly fulfilling project for her: “It’s exhilarating for me to see learning happen. And Rummage is such an amazing thing we do for so many reasons: because it provides financial aid for our students, as a service to the wider community, for getting out our name, for recycling, and for drawing the Catlin Gabel community together, including alumni. I love that I can support Rummage as a part of my job.”

Cindy was honored with a Fulbright Award to teach in Turkey in 2009-10. She says she has “insatiable wanderlust,” and took a sabbatical in 2000–01 for a trip around the world. At CGS she has led or chaperoned trips to Turkey and India, where many members of her family have lived for generations. A native of northern California, Cindy earned a BA in math from Michigan Tech and an MS from the University of Michigan-Ann Arbor. Before coming to Catlin Gabel in 2004, she taught at two schools in Michigan and at Philips Exeter Academy in New Hampshire.






Nadine Fiedler is editor of the Caller.

Understanding Oregon's Hispanic community, hands-on

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Students in Lauren Reggero-Toledano's class work with Spanish speakers
From the Spring 2009 Caller

By Nadine Fiedler

A student volunteers at A Child's PlaceIt’s snack time after siesta at A Child’s Place in Hillsboro. In a sunlit room, still-sleepy little children chatter in Spanish and nibble on cheese sandwiches. As bright as the sun streaming in are the faces of the three Catlin Gabel students sitting here, totally engaged with the kids who adore them right back.

These students are part of Lauren Reggero-Toledano’s Spanish 5 class, which distinguishes itself by requiring field experience in the Spanish-speaking community. In its second year in this incarnation, the class emphasizes culture and civilization, with a second-semester focus on the Hispanic experience in Oregon. “There’s a huge Spanish-speaking population here, so we decided to learn more about them,” Lauren says.

Lauren Reggero-Toledano in the classroomLauren developed this class to accommodate different learning styles. She says, “These students have a passion for Spanish and want to continue learning and practicing it, but are looking for something more applied.”

The community projects in the class cover a wide range and reflect the students’ particular interests. Two students work on Spanish-language radio programs, one with migrant farm worker families, and one in a Spanish-language theatre group. Catlin Gabel has long connections with these agencies: both middle and high school students have done community service at A Child’s Place, and many other high schoolers are frequent volunteers at a homework club for children of migrant workers. This year Lauren’s students also attended a workshop on immigration law related to migrant families and visited a migrant labor camp to better understand their living conditions.

“The class strengthens our contacts in the community and brings more consistency to the agencies we work with,” says Lauren. “It’s a positive experience for everyone, and more agencies ask to work with our students, which gives the students more exposure.”

When the class meets back at Catlin Gabel, Lauren brings the service work back to what they’ve learned in class. She asks: “What are you observing? Did your reading help? Did you hear different languages?”

This community work builds the students’ confidence, but right now they are a bit nervous and excited as they begin this chapter in experiential learning. “The students grasp that the work is meaningful, and they see that they can help, especially with the children,” she says. “But it’s not just that we’re going to help or right the world. We experience their world and learn from them.”

Next year Lauren and Spanish teacher Roberto Villa will try something new with the class: half the year Roberto will teach a literature and grammar seminar, and in the other half all the students will be involved in service work. “We will consider this a success when all our students work in the community,” says Lauren. “It’s eye-opening for them. They often tell us that they had no idea before about the lives led by these neighbors of ours.”

Lauren Reggero-Toledano and her adorable babyLAUREN REGGERO-TOLEDANO
Lauren got involved in the local Spanish-speaking community in her hometown of Middletown, New York. “I’m from an immigrant Greek-American family. I saw how difficult it is for immigrants to live when I was growing up,” she says. She went on to the University of Miami, studied for a year in Spain, then earned a master’s in Spanish language and culture from the University of Salamanca in Spain. Her husband, Juan Carlos, is from Adra, Almería, Spain. They’re raising their daughter Elena, 1, to speak Spanish.

Nadine Fiedler is editor of the Caller.

Transformative Figures: Teachers Who Inspire

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From the Spring 2009 Caller

We asked members of our online alumni community and Catlin Gabel alumni groups on Facebook to share their reflections on teachers who served a transformative role in their lives. Many found narrowing the list down to one or two teachers quite difficult, but they managed! Running throughout the responses, excerpted below, is a common thread: teachers at Catlin Gabel and its predecessor schools were and are united by a passion for working with young people, an inventive approach to teaching, and an uncanny ability to inspire their students’ enthusiasm for the material.

 Rachael GriffinMOLLY MOORES SCHLICH ’44
Producer of film and lecture series, Springfield, Illinois

I had many excellent teachers, but the memory of Rachael Griffin is outsized in her influence on me. She taught art to the young classes at Gabel Country Day School, and she was inspired. She introduced us to many different forms of visual art, and made it such fun. She was warm and outgoing—we all loved her. I am sorry I never had the opportunity to tell her how important she has been in my life.




 Kim HartzellCINDY LAWSON DeVORE ’80
Corporate manager, Broad Run, Virginia

During these many years since leaving Catlin Gabel, I have thought countless times of Kim Hartzell (known as Mrs. Hartzell to all of us in the middle school). Though I never ended up a professional artist, Mrs. Hartzell greatly influenced the success of my career and my life. The confidence she instilled in her students allowed us all the freedom to experiment with our own creativity, and to be proud of our accomplishments.

Mrs. Hartzell’s small art room in the 1970s middle school was a place of inspiration. She was an incredibly enthusiastic woman who introduced us to arts like Pysanky (Ukrainian egg dyeing), beadwork, and mask-making, all the while exclaiming words like “cool!” and “beautiful!” to describe our “unique” works of art.

My career has traveled a path from military law, to politics, to communications and marketing, and currently rests in management. I’ve had many opportunities to draw from my own creativity—producing a television program, creating advertising, and even making natural soap products for my own small company. Through it all, I must admit that I still see Mrs. Hartzell’s smiling face and hear her encouraging “you-can-do-it” words. Her guidance and adoration for her students will continue to influence my life and how I relate to others.

I’m so thankful for having known Kim Hartzell. Even more, I’m very fortunate to have been one of her students.

 Mary Whalen MacFarlaneTED KAYE ’73
Tech company executive, Portland

Mary Whalen MacFarlane taught me longer than any other teacher. For three straight years—6th, 7th, and 8th grades—she delivered a solid foundation in mathematics. I vividly recall when she exposed us to the wonders of Pascal’s Triangle, the basics of algebra, and the Fibonacci Sequence. Mrs. MacFarlane encouraged innovation in her class—such as when Randy King and I developed a 20-word mnemonic for Pi that began “Yes, I have a green barracuda in school today.” Never theatrical, her serious commitment to mathematics and stretching the capabilities of young minds endeared her to generations of Catlin-Hillside and Catlin Gabel students. I use skills and concepts she taught me every day.

Small business owner, Portland

I remember three teachers fondly and with great respect and admiration from my time at Catlin Gabel: Vivien Johannes, Gene Jenkins, and Ann Wright.
 Vivian Johannes“Mrs. Jo” was my English teacher for two years. At the time I did not appreciate her intellect, her joy in life, and what she was trying to teach us. But I did understand in a rudimentary way that she loved teaching, and her students. In retrospect I now realize what a remarkable person and teacher she was. I only wish I could tell her so today. I think her remarkable gifts were mostly wasted on us callow teenagers.

 Gene JenkinsGene Jenkins and Mrs. Wright taught me the basics for real study habits and how to write a decent declarative sentence.

 Ann WrightI can still hear Mrs. Wright saying, “that’s a GROSS generalization . . . be more specific.” And I always remember Mrs. Jenkins’s smile when one of us “got it.”


Professional organizer, Charlotte, North Carolina

 Sarah WellsMy hands-down favorite was Sarah Wells, who taught 5th grade for two years while we were still on Culpepper Terrace. Why was she so spectacular? Everything we did centered on the theme of ancient Greece. History, geography, literature, math, science—you name it, it was about Greece. We held our own Olympic Games in the spring in the ancient style (though we were all clothed!). We had to learn how to make togas, we all created our own personalized warrior shields in art, we made wax tablets in shop class and spent a day or two in class writing on them, using Greek letters, as if we were students in ancient Greece. We memorized Greek poetry and performed for our classmates. Truly, the entire year carried the theme. I remember more from this year of school than any other. Miss Wells was tough, but fair and very kind and loving. She started a love of archaeology for me that has stayed with me to this day—I went to Greece in college, was an anthropology/archaeology major, and spent a month on an archaeological dig in Tanzania in 2007.

Finally, Sarah Wells embodied so much of what I think of as great about a Catlin Gabel education: a creative and talented teacher who was given permission to teach in an unconventional manner and was so effective in the process.

Family physician, London, UK

 john WiserMy two favorite teachers, John Wiser (history) and Lowell Herr (science), used optimism and enthusiasm when teaching. John always had a big smile on his face, and his passion and joy for teaching American history shone through. It is in part John’s love for history that has spurred me to run for president of the Royal College of General Practitioners. My name will be on this spring’s postal national ballot, and if I win I will be the third woman and first ethnic minority to ever claim the title of president of this esteemed college, representing the majority of family physicians in the UK. I chose to run to fight the injustices that doctors face here because of relentless government regulation. I am working to make a college that is its members’ advocate and not a government proxy.

Lowell smiled and laughed as he taught physics. He loved teaching (and Ferris wheels) and I loved coming to school to learn from him. He included all his Lowell Herr students and actively asked for contributions on the chalkboard. In 2003 I began teaching by chance. I went to a friend’s home and helped her with her oral module of the MRCGP (family medicine) exam. She passed. I have since taught over 2,000 doctors to pass their licensing board exam in family medicine. I reflect the teaching styles of both Lowell and John. I smile, laugh, and invite active participation from doctors. By the end of the day, they all believe they are geniuses and have the knowledge and skills to pass, and do. So thank you, Catlin Gabel, for having great inspirational teachers who are shaping students to become great leaders!

Police detective, Olympia, Washington

Dave Corkran was instrumental in my success at Catlin Gabel, which set the direction for the rest of my life. High school was a difficult time for me emotionally and academ­ically. I came to Catlin Gabel halfway through my freshman year. I had Dave Corkran for C&C, and that placement was the beginning of a very important connection for me. Dave believed in me academically and supported me emotionally. With the foundation that Dave was so instrumental in creating and the support of my parents, I finished high school, graduating from college in three and a half years with a major in human development and performance, and a minor in biology. I have a happy and successful life with a wonderful husband and three children, and owe much of my life’s success to Dave. Outside of my family Dave was definitely the most influential person in my life. It was great to see him at my 20-year reunion last May.


 Gloria Zeal DavisCHERI COLLINS SMITH ’68
Lafayette, California

Gloria Zeal Davis was my English teacher in my junior year at Catlin Gabel. I had many very good teachers during my four years there, but Gloria was the best and had a profound influence on my life. Prior to that year, my academic interests were primarily in the math and science areas. I liked things that were concrete and specific. But somehow, with her warmth and sense of humor, and the style of her teaching and her expectations, she managed to open up another side of my mind, which allowed me to cultivate interests and a kind of awareness that I hadn’t experienced before. That broadened my view of the world in many ways, and was transformative in my life.

I’ve valued what I learned from her ever since, and as it turns out, have stayed in touch with her through the years. I’ve lived in California for many years, but to this day, we stay in touch on a regular basis. It’s a very rewarding and satisfying friendship. 

Entrepreneur, Bend, Oregon

Reading never came easily for me, but as soon as I could read chapter books I quickly became a book junkie. Going to Catlin Gabel and having a teacher like Sid Eaton brought my love of reading to a new level. As a group we got to delve into authors, enjoy their stories, and use them as a model for our own writing. Having an elective English class with Sid my senior year was learning at its most fun. We studied both essays and short stories, and I still have a strong love of the short story format.

We all became Red Sox fans through the year (if you weren’t a fan you were wise not to speak up), reading specially selected articles that Sid would bring in, and heaven forbid you were in class on a day when the Red Sox lost.

There are the things we need to learn in school and the things that become a part of our lives that we cherish. I am grateful to Sid for the latter.


A Tribute to Clint Darling

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After 42 years at Catlin Gabel, this iconic teacher has retired

Clint Darling, retired English teacherBy Lily Thayer Derrick

From the Spring 2009 Caller

When Clint Darling, who has been dispensing bons mots and linguistic admonitions in equal measure to Catlin Gabel students for more than (never “over”) 40 years, decided not to return for the coming school year, it was less a surprise than a lightning bolt. In the minds of many of his former students and colleagues, Clint is nearly synonymous with Catlin Gabel. As John Chun ’87 pointed out, “how appropriate it seems that ‘Catlin’ can be anagrammatically viewed as ‘a Clint.’”

Clint started his career at Catlin Gabel in 1967 as a French teacher and head of the foreign language department. He went on to serve as English teacher, interim headmaster, and for 13 years as Upper School head. Most recently he served as head of the English department.

Clint and his wife, Lauren, who taught German and math at Catlin Gabel, originally came to the school for what they thought was a temporary stint on the West Coast: “Lauren and I came to Oregon intending a two-year stay since we were both confirmed ‘Easterners’ and couldn’t imagine living for very long in another part of the country,” Clint said upon the announcement of his retirement in January.

“Portland and the school welcomed and charmed us, and made a place to grow professionally and to raise a family,” he said. Daughter Claire graduated in 1988; Andrea graduated in 1990.

“In those early years Catlin was one of the most spirited and compelling schools in the country. As the school has developed and matured, it has also worked consciously to remain faithful to those fundamental values. I treasure the dozens of colleagues and hundreds of students who have contributed so much of significance to my life,” Clint said. Several of those colleagues and students shared their thoughts and memories of Clint with us for this issue of the Caller. What follows are choice excerpts.

John Chun ’87
Attorney, Seattle

I joined Catlin Gabel in 1983 as a 9th grader. Clint Darling was my English teacher that year. “Darling” seemed a misnomer because, at first, he scared the hell out of me. Also, from my 13-year-old perspective, he was a bit mysterious. Someone told me Clint had spent much of his summer at an apiary.

A very tall guy, Clint sported a goatee, a cowboy hat, and boots to match. The guy was demanding. The Paper Chase has Kingsfield. We had Darling. He drilled us frequently on vocabulary (including “apiary”), sprinkled us with “snowflakes” (pop quizzes on the books we read), pushed us to improve our writing, and marched us through the travails of Winston Smith and Ralph, Jack, and Piggy. He loaded our backpacks with the Oxford Annotated Bible; that brick of a book felt like the weight of the world. My parents wanted me to get good grades and get into college. Yet there was Clint, examining our brains to see whether we had understood the story of the mandrakes.

Clint mixed a terrific enthusiasm into his demanding teaching style. Among other things, he discussed the plights of fictional characters in terms we teenagers could comprehend. He cared deeply that we learned, and he taught like his life depended on it. He’d jump up and down, wave his arms, and raise his voice in approval upon a student’s astute observation. The pedagogical potion worked its magic. At some point during the year, I began to care too. I stayed up late, with my lamp illuminating the thin pages of the brick book, poring over footnotes. If I had to pinpoint a time in my life when I began to welcome the thrill of an intellectual challenge, I would say it was in that 1983-84 school year.

Retired English teacher Clint Darling teaching

Josh Langfus ’11
Member of Clint’s final freshman English class

The strange thing about stepping into Clint’s classroom at the beginning of freshman year was that I’d heard so much about him. Opinions I had heard ranged from “Best English Teacher Ever” to “The Hardest Grader Ever” (which I later found out were not mutually exclusive). I decided that I would form my own opinion, something I think Clint would be proud of. That was one thing that he inspired us to do: think for ourselves.

The truth is Clint taught me a great deal about writing, about history, and more; he had a strange ability to make me feel awful about a paper without discouraging me from trying harder to make it right. The most rewarding part of the class, though, was picking Clint’s brain whenever we got the opportunity. He had the perspective and accumulated knowledge of a man who, it had seemed to us, had done just about everything in the world worth doing, and could tell you about anything else.

Elizabeth Rondthaler Jolley ’76
Community volunteer, Portland

Due mostly to my lack of interest in preparing for my French check-offs, Clint and I had a somewhat rocky relationship. I was often fearful entering his classroom, because I pretty much knew what sort of reception I would get from him as soon as he asked me a question in rapid, fluent French and I stumbled over the response.

Years later, I returned to the school as a parent and Rummage volunteer. At one sale set-up I needed help putting together and arranging three heavy, awkward glass-front cases. I asked Clint for help. He soon appeared in my department with a team of sturdy-looking students, and proceeded to give directions about putting the cases together, which he knew a lot about, and where to place the cases, which he didn’t know about. I stepped in to re-direct, making sure the cases allowed enough space for customers. Clint argued with me about the placement; I stuck to my guns. Clint stopped and looked right at me and said, “You’re not afraid of me anymore, are you?” I laughed and answered “Nope” while the students tried to cover their chuckles.

Jane Platt ’02
New York, New York

Clint Darling told me to go to Wellesley and then take over the world. I didn’t listen to him, and I wish I had.

 Clint Darling in costume in classRon Sobel
Longtime Catlin Gabel Spanish teacher and staffer

I lived with Clint and Lauren in 1971 for the first few months of my life at Catlin Gabel. We have been like family for a long time. He had the most influence as a teacher: he was fun but no nonsense; cynical but not mean. Clint has been one of the most reliable and consistent supporters of the school. He was committed to maintaining a particular standard at the school, and he made sure things got done, even when he might not want to be responsible for doing them. He was Schauff’s right hand man, and then during a difficult period of transition for the school in the early 1980s, he did a very credible job as acting head. A huge part of his legacy was championing a group to act as liaison between the administration and faculty, and his proposal that a faculty member serve on the board of trustees.

In the last 15 years I think we’ve seen a softening of Clint. He was tough and demanding. But he was revered by a lot of people, supported by a lot, appreciated by a lot.

Debbie Ehrman Kaye ’73
Alumni board member and community volunteer, Portland

“You may call me Clint or Mr. Darling, but no one calls me ‘Darling!’”

This was how my French teacher for most of five years first introduced himself to our 8th grade class. He requested—no, exacted—our best, and insisted that excellent grammar accompany our burgeoning appreciation for French literature. Clint was also my C&C advisor for a year. His tutelage enabled me to take advanced coursework at Brown University and to have a successful junior year at the Université de Genève. My self-defined cultural final exam was conversing on the street in Paris with a French university student. I had the grammar and vocabulary, coupled with a Swiss accent, to pursue that discussion for half an hour. She never knew I was an American!

Clint shared his interests with his students. He loved to cook and would bring his crêpe pan to school. When he led a group from Catlin Gabel on an Experiment in International Living trip to France in 1971, we visited not only the museums and other sites one ought to see but also kitchen equipment shops in Paris. I was at loose ends one day, so Clint took me to his favorite restaurant, the historic Le Procope, where he introduced me to escargots and coq au vin. I don’t recall what else we did that day, but the time together helped form the foundation for a lasting friendship. Personifying the longevity of many Catlin Gabel teachers, Clint taught both my sons, Mason Kaye ’04 and Rob Kaye ’07.

John Hamilton
Longtime Catlin Gabel PE teacher and coach

My first year as a teacher at Catlin Gabel, in 1974–75, I was a 23-year-old co-coach of the boys basketball team. At a game in Mt. Angel, some of our kids thought it would be funny to drop their shorts, and were benched for the game. To get back at us, some of the kids deliberately stayed behind in the locker room. We left, thinking we had everyone back on
the bus.

When we got back to school late at night, Clint was waiting for us with Schauff and Bob Ashe. We knew this wasn’t a good sign. Clint asked, “Do you have everybody?” So of course we knew we didn’t. To our surprise, instead of having us drive another two hours to pick up the kids left behind, Clint, Bob, and Schauff—who were great friends—said they would go. That taught us a lesson. If we had gone, we probably would have been so mad at the kids that no one would have learned anything. Our mentors had helped us, and we wouldn’t forget it.

Art Leo
Upper School English teacher

The dry facts of Clint’s extraordinary service to Catlin Gabel cannot begin to express his influence. Some might claim that they learned more from Clint about subjects that were not strictly academic, such as how to respond to questions with additional interrogatives, the reasons why letter grades rarely serve young scholars and frequently inhibit their growth, and that negative reinforcement can help us to kill our verbal tics.

The most important lessons Clint imparted were about living thoughtfully, skeptically, and altruistically, with patience for others, passion, good humor, and self-forgiveness. By asking of us more than we thought ourselves capable, Clint consistently taught us to find inner reserves of intelligence and resilience so that we ultimately learned to expect more of ourselves, especially in the service of others. Through Clint’s example, many of his students and colleagues have learned not simply what the principles in the School Chapter mean, but also how to live Paul’s definition of “caritas.”

Lily Thayer Derrick is Catlin Gabel’s director of alumni.