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"Atlanta up next for two Oregon robotics teams"

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Oregonian article, March 08

"The Wizard of Waste," about Vikram Shankar '00

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Portland Tribune article, March 08

Becoming a World-Class Negotiator

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Online meeting with students from Gaza

Upper School history teacher Peter Shulman and IT director Richard Kassissieh first gave us a quick overview of the history of Israel and Palestine, focusing on land ownership and the conflict over thousands of years. We took in a lot of information that day, and we gained a lot of understanding for both sides of the conflict. Our teachers also had us go around the room and explain who we are here and now, what we stand for, and where we come from. As people spoke around the room, every person had something special and unique about their origin and what brought them to where they are. Despite our different backgrounds, we all wanted to learn more about the Palestinian-Israeli conflict.

The next day we met at 7 a.m. to speak with a group of students from Gaza through Skype, an online audio and visual connection. Remembering the experience continues to remind me how I want to change policy and injustice in the world as I continue to grow up. We were told that the group that we’d be speaking with was made up of Palestinian students my age living in the Gaza Strip, where attacks on both sides of the conflict continue to cripple the two fighting powers and prevent them from reaching an agreement.

As I walked into the room that morning, our mentor Richard, who is of Palestinian descent, explained the guidelines to my peers and me. “Withhold any questions you might have in regard to internal fighting between Fatah and Hamas in Gaza. As you know, Gaza is very small and very isolated. Words fly fast to the ears of harm-doers and direct, honest answers about these questions might have serious consequences for these students,” Richard told us.

The question that one of the Palestinian girls asked that will remain in my memory was, “Does the conflict here in Gaza, where we live, affect the daily lives for you guys?”

At that moment I felt embarrassed because it didn’t really enter into my mind daily. I attend school with the freedom to learn what the teachers have the autonomy to choose to teach us, and as citizens of the United States we have the freedom to travel. When it was my turn to speak, I stood up, and sat in front of the screen. I played with my hands, rearranging my scarf, and began to bite my lip, nervous and full of anxiety, thinking that the girl on the screen must hate us, the Americans, who get to be free.

I was wrong. She looked at me as a peer, a teenager, just like her. I found the words tumbling from my mouth easily as I addressed her.

“I go to school, and I never have to worry for my safety. My family and I don’t live in fear. The conflict doesn’t really cross our minds at all; in fact, many of us, in this room, never knew how profound and wrong the world still is in your part of the world. I know about it now, though, from taking this seminar, and I will do what I can to make your voice heard,” I said, wanting to speak more, but I didn’t.

Next, another one of my peers spoke from his heart, “I am sorry. I’m sorry that you can’t go to the movies and play with your friends in safety. I just want to say that our leaders’ actions do not reflect how the people in this classroom feel, because I know I’ll follow this conflict and have your life conditions in my mind from now on.”

The girl on the screen, a citizen of the world just like us, replied, “What you just said is enough. The fact that you understand what we are going through every day here in Gaza makes me have a smile on my face.” As she made this statement, the dimple in her cheek was visible. As she sat, wearing a headscarf that covered her hair, her body language shifted, her arms opened, and she sat forward in her chair; she was happy.

I noticed that the teacher coordinator beside her began to cry. She told us, “You see, the Palestinian youth never travel or meet anyone who isn’t Palestinian. I was lucky. I was able to travel, and I have friends who are Israeli and from other places around the world. These students do not even have that; they are isolated from the world.” I have an opportunity to make her problems and concerns heard.

I have the opportunity to learn and get an education that fits my characteristics and interests. Now I can look at the conflict from both sides, understanding that the conflict is not based on religion, but on land and power. Dialogue with these students made this conflict more real in my mind than I had ever previously imagined.

I know that my role in the lives of others will continue to strengthen and grow through my education. I hope to help the students who are not being given the chance, like my peers in Gaza.

—Aurielle Thomas ’08

Endowment fuels our dreams

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by Lark P. Palma, head of school

We are fortunate at Catlin Gabel. As we celebrate our 50th anniversary we can plan for the future from a position of programmatic and financial strength. Given our financial security, we can afford to picture a future where fewer families feel squeezed by rising tuition. We can imagine admitting students without regard to family income. We can visualize a responsive program that adapts to the needs of a rapidly shifting world. We can dream of offering salaries that attract the nation’s best and brightest teachers. The key to all these dreams is, in a word, endowment.

The national trend, as reported in the New York Times and Wall Street Journal, is for independent schools to behave like colleges and universities in their efforts to raise endowment money. Independent school heads nationwide are talking about the power and positive effect endowments have on the life and future of our schools. Now, at a time when obtaining a superb education is out of reach for many average American families, it is imperative that independent schools secure the funding that addresses this reality.

Endowment 101

Endowments are the most powerful way to fund the heart of an institution like ours: its students and teachers. In the simplest terms the endowment is an investment fund that generates dividends. Financial managers who advise the school administer our endowment. An advisory group of longtime supporters (primarily alumni) monitor our endowment for future generations. The endowment principal itself remains untouched while the dividends, interest, and market value increases gained from investing wisely, are available for spending. Like most schools, portions of Catlin Gabel’s endowment fund are earmarked for specific programs such as financial aid, while other portions are allocated for general operations.

Where we are, where we’re going

We are grateful to prudent benefactors such as Howard Vollum, who seeded our endowment, and the Malone Foundation, who recently increased our endowment, with eyes toward the future. Currently our endowment stands at $24 million. This year we transferred $900,000 to use for current operations including teaching assistants, scholarships, global education, robotics, and athletics.

The National Association of Independent Schools recommends an endowment that is at least three times the annual operating budget – this year our operating budget is $15 million. Other financial experts recommend that a school of our size retain an endowment of at least $50 million. It is clear we must increase Catlin Gabel’s endowment to protect our academic integrity, develop new programs, and remain financially strong.

Catlin Gabel’s endowment is on par with some independent day schools, but well behind others we aspire to emulate in this regard. The Blake School in Minneapolis has a $50 million endowment; Harvard-Westlake in Los Angeles has $56.5 million; Honolulu’s Punahou School (where former CG headmaster Jim Scott now leads) boasts a $177 million endowment; and Lakeside School in Seattle has a $154 million endowment.


Catlin Gabel has reached a mature stage when increasing our endowment must be one of our top priorities. A robust endowment will ensure thoughtful growth and give us the breathing room we need to secure a strong future for teachers and students. I look forward to the day when our endowment provides the school with the freedom to turn all of our aspirations into reality.

Contributing to Our Community: An Enduring Theme

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By Lark Palma, Head of School

Lark Palma, right, with Beginning School head Pam McComas

Some form or another of Catlin Gabel School has been part of the Portland community for 149 years. The current school, which merged the Catlin-Hillside School and Gabel Country Day School, has been here on this beautiful Honey Hollow campus for 50 years this year. Happy 50th anniversary, Catlin Gabel School!

That sort of longevity has been reflected in the Portland community in an abiding and subtle way, with most of it deriving from the philosophical pillars of the school—and in turn the many alumni of Catlin Gabel and its predecessor schools who have made their lives in the Portland area. Ruth Catlin and Priscilla Gabel believed that the primary purpose of education was training for civic life and civic engagement. We are fortunate to live in Portland, a city that for the most part values citizen involvement, congruent with the way we encourage our students to participate in public life.

The well-being of a democratic society requires citizens capable of making sound judgments about matters that make up our common life—our government, the education of our children, the books we read, and the culture in which we live. These judgments help shape our society and create its ethos. At Catlin Gabel, we know our students will be prepared to exercise their rights and responsibilities as citizens, both here and beyond the school.

State representative Ben Cannon ’88 visits with students after speaking at a January assembly

The last decade has seen extraordinary leadership in this community by some of our alumni, a few notable examples being Gil Kelley ’71, director of urban planning for the city of Portland; David Bragdon ’77, president of Metro; Oregon state representative Ben Cannon ’88; and arts patrons Jordan Schnitzer ’69 and Sarah Miller-Miegs ’79. A number of graduates in the last decade are working in nonprofit organizations in the city and around the world, including Doctors Without Borders/Médecins Sans Frontières, the Peace Corps, and Mercy Corps. Some have even started their own organizations and supported them with their salaries from other jobs.

Examples of our school’s engagement outside our campus boundaries go back as far as 1923. The late Deborah Anne Smith Snyder ’27 recalled that during that year Miss Catlin brought in news of a Japanese earthquake and asked her students what they could do to help. Even back then Miss Catlin was urging her students to become responsible citizens of the community and the world. Our students are always ready to pitch in to help others: for example, the 1988 earthquake in Mexico City, brought close to us by our Olinca exchange, spurred a massive relief effort, and in 2004 students worked tirelessly to raise money and give aid to victims of the Asia tsunami.

The Rummage Sale, the school’s most visible outreach to the public, is 63 years old. This inspired idea that began in the 1940s has grown to a four-day event where thousands of people from the Portland area and beyond shop for affordable goods, with proceeds going to financial aid. This effort is made possible every year by thousands of volunteer hours contributed by students, teachers, parents, faculty-staff, and friends, all committed to making sure we have tuition assistance available to students who might benefit. Many students get their first taste of their broader communities when they take part in community service projects. Upper School students work toward required hours of service, and Middle Schoolers work once a month off campus in various agencies and schools. The dogged environmental restoration work of our students over many years on the Elana Gold ’93 Memorial Environmental Restoration Project in the Mt. Hood National Forest has brought stunning results, gradually bringing degraded habitats back to vibrant life. Even in Beginning School, students begin to develop a disposition to be of service to others, making snacks and artworks for homeless people and shut-in patients, and getting visits in return. Both the Cascade Aids Project and the Oregon Food Bank have recently honored our students for their contribution of volunteer time, and many other agencies—and the people they serve—directly benefit from their abundant energy and limitless reservoirs of caring and good will. Madison Kaplan ’04 reflects the views of many of her fellow alumni when she said of her experiences reaching out, “When we grow up after high school we are going to be away from sheltered Catlin Gabel. It is important for us to see life outside Catlin Gabel. We can be more prepared and open-minded when we are living in a world of so many possibilities. Service learning is also a good way to give back to the community. Hopefully, giving back will become second nature to everyone.”

Many students and members of the faculty and staff also work to enhance the educational experience for other teachers and students, as one of their forms of public service. Faculty and staff members serve on independent school boards to help keep the “independent” in independent school. Teachers have contributed to national curriculum in mathematics and social studies. The school has been a teacher of teachers by offering science, technology, and mathematics workshops in the summer and maintaining a partnership with Portland State University. Since 1991, the Lower School has partnered with Lewis & Clark College in bringing in students from the masters teaching program for a one-year internship into the classroom for every grade. The Beginning School, Middle School, and Upper School have invited students from Pacific University, Lewis & Clark College, and Portland State, among others, to learn side by side with our master teachers. Several teachers and staffers are adding to the national voice of education through educational journals, blogs, and other forms of publishing and communication. Twelve of our teachers and staff members are currently engaged as teachers of teachers in educational settings around the city. Educators from the Northwest, other parts of the United States, and all over the world come to our campus to see how we teach school here at Catlin Gabel.

Catlin Gabel has always defined itself as an agent of positive change, with a focus on the development of the city of Portland, the preservation of our cherished 54 acres, and the shaping of educational values. It is no accident that improvements in public education cohere around principles that Catlin Gabel School has incorporated since its inception: maintaining a small class size, creating environments where children are known, and meeting the needs of diverse learners. These values have become part of the Chalkboard Project, the Gates Foundation, and other projects that improve the learning environment in all kinds of schools.

This Caller is a celebration of our past 50 years and a harbinger of the next. As you read our histories, take the quiz, read the stories of alumni and the decade-by-decade timeline of what our school has accomplished over many years, I urge you to think about Catlin Gabel’s future, the 21st-century education that we provide, and the continuing civic engagement of anyone who is touched by the values of this institution.

Lark Palma and parent Katrina Pointer, Rummage cashiers

How Well Do You Know Catlin Gabel?

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Take this quiz and see!

By Karen Katz 74. Answers are below!

Eighth-grade actors from the 2007 St. George and the Dragon

1. The original house on Honey Hollow farm was built for

A. The Autzen Family
B. The Dant Family
C. The Tucker Family

2. The poplar trees lining the paddock were planted in the

A. 1940s
B. 1950s
C. 1960s

3. St. George and the Dragon was adapted from

A. A Christmas pageant
B. A Mummer’s play
C. Schauff made it up

4. The first class to graduate from the merged Catlin Gabel School was

A. The Class of 1958
B. The Class of 1959
C. The Class of 1960

5. Skyline Restaurant used to be called

A. Hilltop Drive-in
B. The Speck
C. Humdinger

6. This well-known Oregonian taught modern dance in the barn

A. Gretchen Corbett
B. Jamie Hampton
C. Vera Katz

7. The original Catlin School colors were

A. Blue and gold
B. Blue and silver
C. Blue and white

8. The Lower School was built in

A. 1965
B. 1971
C. 1969

9. The original school name when Catlin and Gabel merged was

A. Portland Country Day School
B. Portland Academy
C. West Hills Academy

10. When Catlin and Gabel merged, which additional school was initially considered for inclusion in the merger?

A. Bishop Dagwell Hall
B. St. Helens Hall
C. Raleigh Hills School

11. The Gabel School high school was discontinued in

A. 1945
B. 1948
C. 1952

12. The first Rummage Sale was held in

A. 1938
B. 1942
C. 1945

13. The Dant House living room first housed

A. The Upper School library
B. The Upper School community lounge
C. The Upper School faculty lounge

14. Catlin Gabel’s indoor tennis courts were the first

A. In Oregon
B. In the Pacific Northwest
C. West of the Mississippi

15. The indoor tennis courts were designed by

A. John Storrs
B. Ernest Tucker
C. Hank Bergman

16. Which baseball great addressed the student body in the Barn?

A. Jackie Robinson
B. Mickey Mantle
C. Ted Williams

17. Which current teacher has the longest tenure at Catlin Gabel?

A. Bob Kindley
B. Clint Darling
C. Moses

18. Ruth Catlin was born in

A. New York, New York
B. Deerfield, Massachusetts
C. Evanston, Illinois

19. Priscilla Gabel received her undergraduate degree in psychology from

A. Smith College
B. Mills College
C. Reed College

20. When Catlin and Gabel merged, the first head of the newly formed school was

A. Esther Dayman Strong
B. E. Kimbark MacColl
C. Amos Lawrence

Answers: 1 A, 2 B, 3 B, 4 A (although the school was still at Culpeper Terrace at the time), 5 B, 6 C, 7 B, 8 C, 9 A, 10 B, 11 A, 12 C, 13 A, 14 C, 15 C, 16 A, 17 B, 18 C, 19 C, 20 A
Karen (Kitty) Katz ’74 is Catlin Gabel’s website editor and photographer.

Come Celebrate!

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Come back to campus!

Come back to campus with many of your favorite faculty and staff members, alumni, parents of alumni, and current families for an unforgettable celebration of Catlin Gabel past and present.

Join us! May 2-4


Class reunions for years ending in 3 and 8


Dont miss Catlin Gabel's biggest anniversary party ever. Alumni field day, Gilbert & Sullivan singlaong, childrens activities, art and archival exhibits, cake and ice cream, and more!


Catlin Gabel anniversary golf tournament, annual Spring Festival, and maypole dance

Interested in making an Annual Fund gift in honor of the 50th anniversary? Go to

Catlin-Hillside and Gabel Country Day Merge in 1957

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This article and "Honey Hollow Farm" are excerpted from 1997 articles by Peter S. Eddy, PhD. marking the school’s 40th anniversary

Through the 1950s both Catlin-Hillside School and Gabel Country Day School were struggling financially. The Second World War had presented serious financial challenges for independent schools across the country, and the postwar years offered little relief. In 1945, school founder Priscilla Gabel summarily discontinued the high school at Gabel.

Catlin-Hillside faced similar difficulties. In 1945 the new principal, Esther Dayman Strong, skeptically gave her blessing for an improbable money-raising idea, a rummage sale. Apparently, desperate times called for desperate measures. To most people’s astonishment, the first Rummage Sale raised over $8,000, a substantial amount in 1945, and launched a Catlin-Hillside—and eventual Catlin Gabel—institution.

By the 1950s, even the legendary Rummage Sale could not save the day. Most independent schools in Portland came to regard merger as the only way to survive, but with trepidation.

In fact, Catlin and Gabel had been flirting with the prospect of merger through the early 1950s. At one point, Catlin-Hillside, Gabel Country Day, and Saint Helen’s Hall [now OES] were considering a three-way merger, until the Episcopal Church insisted that the Bishop head the board of the new school. That stipulation eliminated Saint Helen’s Hall as a partner, but Catlin and Gabel continued to circle one another. In fall 1956, discreet merger discussions resumed in earnest. Careful diplomacy was called for, as neither school wanted to succumb to an overwhelming partner, real or perceived.

On Wednesday, February 6, 1957, Portland woke up to a startling Oregonian headline: “Merger set for schools: Gabel and Catlin Schools meld.”

Henry Failing Cabell, L, and Esther Dayman Strong, R, during the merger period

According to the Oregonian, the consolidated schools would maintain their two campuses for the 1957–58 school year with grades one through five at Gabel on SW 78th Avenue and grades six through eight at Hillside on Culpepper Terrace. The Catlin building would continue as the high school on Culpepper Terrace, but boys would be admitted to ninth and tenth grades as a step towards creating a new, coeducational high school. [Gabel’s high school had been coed. Catlin- Hillside’s was girls only, a legacy of its origins as the Ruth Catlin School for Girls.]

The Oregonian explained that this merger plan had been approved by both boards, and that a letter “announcing the consolidation” was mailed to the parents of both schools. Unfortunately, the announcement was premature.

Although the leadership of both schools had discussed merger in considerable detail, the Gabel parents had not formally voted on the proposal. When Cyrus Walker, Catlin-Hillside board chairman, and Spencer Ehrman ’35, Gabel board chairman, learned about a pending merger article, they tried to dissuade the Oregonian from publishing it. They feared a merger announcement before the Gabel parents actually voted could jeopardize the merger. The editor refused to delay the article, so Walker and Ehrman provided enough information at least to ensure the article’s accuracy.

When the Gabel parents did assemble to vote a few weeks later, Ehrman faced a disgruntled audience. More than a few parents were angry about the prospect of a merger, and angrier still about the newspaper article. The Gabel parents had an active role in running the school; a merger was impossible without their vote. Ehrman began by apologizing for the merger article in the newspaper and then appealed to them to approve the merger.

Both Ehrman and Walker realized that their teachers were grossly underpaid. Ehrman acknowledged that many Gabel parents believed the Catlin teachers were paid considerably less than the Gabel teachers. He quickly addressed this misperception: “The salary scales are almost identical—and both certainly too low.”

Even with the embarrassingly low salaries, Gabel was struggling to stay open. Ehrman summarized the precarious finances: “We face an annual deficit of approximately $100 per pupil. We do not feel we can raise tuition to cover this amount. The only other choice is to ask the community for funds to cover our deficit. Catlin is in the same position.”

Ehrman contended that the merger would help the necessary fundraising efforts. As he pointed out, several Portland foundations were reluctant to give to one school without giving to the other, and thus gave to neither. Just as importantly, Catlin benefited from the hugely successful Rummage Sale and the loyalty high schools in general enjoy over grade schools.

“As a united institution, we will be far stronger in our money raising attempts,” he argued. Merging the two schools had more immediate financial benefits. Ehrman explained to the Gabel parents that the treasurers of the two boards and the principals had calculated an annual savings of $10,000 with a combined operation. This savings was predicated on eliminating three full-time teachers and having some part-time teachers.

Gabel parents knew that the Raleigh Hills Public Schools needed to build a school for the growing neighborhood and had, in Ehrman’s words, “been casting longing eyes” on Gabel’s new property. Gabel had just recently purchased a parcel of land north of its athletic field. Ehrman feared the Raleigh Hills School Board would begin condemnation proceedings. He argued that a merged school of 300 students stood a much better chance of fighting condemnation than would a school of 150.

Ehrman acknowledged that leadership for the combined schools was an area of great discussion. When the Gabel board first voted on the merger, they assumed that Thornton Moore, Amos Lawrence’s successor as head of the Gabel School, would be director of the combined school with Esther Dayman Strong as principal of the high school and James Angell as principal of the lower school. By the time the Gabel parents met to vote on the merger, the leadership had concluded that Strong should be the director of the new school and Moore principal of the high school.

In summary, Ehrman argued, “We must provide for the children the best possible education, at a price that is reasonable, in surroundings that are conducive to education. The majority of your board is convinced that all of these things can best be done by merging with Catlin-Hillside.”

From a financial point of view, merger made a great deal of sense. As Cyrus Walker lamented, “Our fees are very low, but we couldn’t raise them without having a catastrophe. The faculty deserved more money. We knew that, but we couldn’t do anything about it. Merging just seemed the only logical thing to do.”

After much discussion and some rancor, the Gabel parents voted. Spencer Ehrman did not express his personal conviction that the demise of both schools was closer than most Gabel parents imagined. The merger proposal passed by one vote. Subsequently, when a parent confessed that she had voted twice, Ehrman chose not to make an issue of the extra ballot that passed the motion. Catlin and Gabel had finally merged.

Former Catlin Gabel head Manvel Schauffler, a Hillside 8th grade teacher at the time of the merger, knew too well that the Culpepper Terrace buildings could not meet the school’s needs, so he was all for the merger. He liked the idea of a coeducational high school, but what he really loved was having the Gabel property to build a school on.

“That was 36 acres, and a very nice piece of property, but the moment we merged, the Raleigh Hills School District had the property condemned so it could put its own school there.”

In concluding his appeal for merger, Ehrman noted, “The one thing that we must realize is that if this merger is approved, there will no longer be a Gabel School, a Hillside School, or a Catlin School. There will be one school, the Portland Country Day School.”

Elizabeth Hirsch, a Gabel parent who married Gabel trustee Hal Hirsch, explained the need for a new name: “Neither school wanted to give up its name. Everybody agreed that Catlin Gabel was absolutely unthinkable as a name. Nobody would take on such a big mouthful or be able to pronounce it and it would be a failure.”

Everyone agreed that the new Portland Country Day School would need a strong board chairman to build consensus and resolve differences. With the loss of the Gabel property, the chairman’s role became paramount. Henry Failing Cabell seemed perfect for the job.

Cabell was vice president of the Reed College board from 1946 to 1949 and president from 1949 to 1954, a tumultuous time when the Reed faculty and board were dealing with the House Committee on Un-American Activities. When Catlin and Gabel merged in 1957, he was president of the State Board of Higher Education.

As Charles Wright, who was Catlin-Hillside board vice president at the time, recalled, “Henry Cabell was the key to the whole thing. He was very civic minded, a philanthropic man of high esteem in Portland and had no affiliation with either school.”

Although Cabell had no direct involvement with either Catlin or Gabel, he did have some ties. To convince Cabell to serve as chairman, the schools assembled a formidable team: Cabell’s stepson Peter Cartwright, a Gabel board member; Cabell’s stepson-in-law George Moore, also a Gabel trustee; and Spencer Ehrman. The three persuaded Cabell to serve.

As Kim MacColl, who within a year would become head of the combined school, recalled, Cabell was adept at guiding the board. “Cabell deserves a lot of credit because he really kept everybody together.” He was also very generous and effective at motivating others to give.

The ink was barely dry on the new Portland Country Day School letterhead before both camps began to complain about the name. As Kim MacColl explained: “Portland Country Day School was an ill-fated attempt to put ourselves into an Eastern mold that did not seem to fit Portland. The names Gabel and Catlin had long community acceptance, even if not very euphonious. The Catlin and Gabel names meant something. It seemed important to keep them both.”

Portland Country Day School quickly became Catlin Gabel School. Following the merger in 1957–58 and the Raleigh Hills condemnation of the Gabel property, the Catlin Gabel School maintained both campuses and introduced boys to the upper school. Unfortunately, the Gabel campus was available for just one year, and the Culpepper Terrace campus could not accommodate the entire student body. Under Henry Cabell’s leadership, the search began for a permanent home for Catlin Gabel School.

Peter S. Eddy, PhD, is former alumni director at Catlin Gabel.

Honey Hollow Farm

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Jack and Mary Dant

At the time of the 1957 merger decision, Miss Catlin’s School had stood on Culpepper Terrace since 1917. Many long-time Portlanders can visualize the handsome, vaguely Tudor main building with narrow-paned bay windows and French doors. Inside, the venerated Senior Staircase led to the second floor and the studio, home to morning assemblies. Furnished with well-worn Oriental rugs and selected pieces from Ruth Catlin’s travels, the building exuded a certain faded elegance, fondly recalled by alumnae of the school.

In 1957, the Catlin-Hillside campus, saturated with groundwater springs and blessed with precious little sunlight, presented a cramped prospect for the 300 students of the newly combined schools. Worse yet, the stately main building tilted badly. The doors and windows were noticeably out of alignment. Students seated near these windows suffered fierce drafts, and the floors sloped alarmingly, especially on the third floor.

Living room at Miss Catlin's

The Gabel campus on Southwest 78th Avenue offered an appealing alternative for a growing school. It included the main buildings of the former Multnomah Gold Club and 36 rolling acres in a pastoral setting in sight of a dairy farm.

The club’s handsome dining room, with five pairs of French doors that opened on to a veranda, functioned as the school’s library, theater, and auditorium. Other rooms in the club house served as classrooms. Priscilla Gabel added an unheated gymnasium and secured permission to use the first fairway directly across the gravel road as an athletic playing field.

For the first year as a combined school, 1957–58, both campuses were used. Grades one through five were on the Gabel campus, and grades six through twelve were on the Catlin-Hillside campus. For the first time, boys were admitted to ninth and tenth grade on Culpepper Terrace, reinstating the coeducational Upper School Gabel Country Day had discontinued in 1945. Most people assumed that in the future the entire school, Catlin Gabel School, would be located on the Gabel campus.

No sooner had Catlin and Gabel merged in 1957 than Beaverton condemned the Gabel property to make way for Raleigh Park, a new public school that would serve the burgeoning community. The combined school now needed a new home.

The Gabel playground in the 1940s

Board president Henry Failing Cabell was relieved to learn that the Honey Hollow Farm on Barnes Road was empty and for sale. Jack Dant’s ship-building business forced him to relocate the family to San Francisco. As former Gabel School parents, Jack and Mary Dant were interested in helping the school.

Cabell realized that Catlin Gabel needed to fund the purchase of the Dant property and the necessary renovations. Cabell offered a $100,000 matching challenge grant to the school and enlisted Tom Malarkey and Alice “Binxy” Biddle Beebe ’35 to co-chair a successful campaign for the match.

In March of 1958, Jack and Mary Dant, then of Atherton, California, sold the 25 acres to Catlin Gabel School at a “good friend price.” (When asked in 1995 by a Catlin Gabel first grader why he thought his home would make a good school, Jack Dant candidly responded, “I didn’t.”)

The rambling farm house offered great possibilities for the Upper School. The handsome living room, with builtin bookcases, was a natural space for the library and study hall. The first-floor master bedroom created a good-sized classroom where new headmaster Kim MacColl could teach history. The smaller, paneled bedrooms upstairs made cozy classrooms for math and Latin. But the Dants’ farm still needed work for the 70 Upper School students arriving in the fall of 1958.

Henry Cabell asked George Moore to donate his construction company’s services to transform the Honey Hollow Farm. Moore entrusted the project to his foreman, Homer Cecil, with one caution: “Just don’t spend too much money!”

In what is now called the Dant House, Cecil expanded the breakfast room onto the west-facing porch and created Room #6, which served as the lunch room through the late 1950s. For science classrooms, Cecil’s crew enclosed the attached three-car garage to create a classroom for biology. At the same time, they also enclosed the long, open shed attached to the caretaker’s house and poured a concrete floor for the other science classrooms.

The sheep barn was the last project.

The campus near the time of the merger

Dant had used his knowledge of ship building to buttress the structure with an ingenious configuration of cables and turnbuckles. The feed stored on the upper level was passed through two large openings to the sheep pen and horse stalls below. Cecil covered these openings, laid a new floor, cut three new windows, and installed overhead lighting and protective grills for the windows.

In short order, the loft of the Dants’ sheep barn became the school’s physical education classroom, assembly room, theater, concert hall, and more. Audiences soon discovered that this large, open room with a new wooden floor and vaulted ceiling produced superb acoustics.

In addition to classes, concerts, and assemblies that first year, the Barn saw distinguished visitors such as James Reston, then the Washington bureau chief of the New York Times, who addressed the Upper School about the Far East. The Barn was home to Antigone, directed by Vivian Johannes, and the 1959 senior prom, decorated with the Portland skyline.

Many, of course, were sad to leave the old campus. They knew they would miss English class with “Mrs. Jo” in the Attic. Some sensed the end of an era, the end of Miss Catlin’s School for Girls. After years on Culpepper Terrace, they felt a sense of loss, but going to that beautiful country home softened the sorrow.

“I thought it was paradise,” Susan Hendrix Green ’59 exclaims. “The house itself was wonderful. In the spring, with the flowers, it was just exquisite.”

The class of 1959 felt privileged. As Nancy Johnsrud Dudley ’59 recalls, “It was kind of an adventure. We had a sense of being part of the change. Being part of something new, being part of some pioneering.” Being crammed into a little bedroom for mathematics and hatching fruit fly eggs in a former garage were just part of the change. They also were the first class to graduate with a male head of the school. They revered Esther Strong, but they adored E. Kimbark MacColl. Just 33 years old, handsome, and very articulate, MacColl was, as one woman recalls, “the living end.”

Roger Bachman and Kim MacColl plan the new campus

Many students had cars, and the favorite off-campus spot was Skyline Burger, better known as “the Speck.” That first year on Barnes Road, students had to be on the faculty honor roll to leave campus during the day. For more than a few, “the Speck” was a great incentive to study hard.

In May of 1959, Catlin Gabel held its first graduation in the Barn, The seniors envisioned a traditional procession in white organdy dresses with blue sashes and bouquets of delphiniums. MacColl was horrified, calling the idea “archaic,” but the seniors prevailed. At graduation, MacColl proudly remarked that they all looked beautiful.

Over the next few years, Catlin Gabel School saw exciting developments: the first indoor tennis court west of the Mississippi was constructed, baseball great Jackie Robinson addressed the student body in the Barn, and Portland’s future mayor, Vera Katz, taught modern dance in the Barn.

By September of 1967, the seventh and eight grades had moved from the Culpepper Terrace campus to Honey Hollow. In 1968, Catlin Gabel completed the Lower School and sold the Catlin-Hillside buildings to the Portland Art Museum. Ten years after purchasing the Dant property, Catlin Gabel finally had just one home.

Generations of Catlin Gabel community members have worked to safeguard the pastoral atmosphere of the campus and the unique character of the Dant House. Even as great change occurs, great care is given to maintaining the farm 40 years after it became the Catlin Gabel campus.

Peter S. Eddy, PhD, is former alumni director at Catlin Gabel.

What Happened When?

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Highlights from a timeline of Catlin Gabel School and its predecessors

Compiled by Meg Patten Eaton '58


The Portland Academy opens in downtown Portland.

The living room at Miss Catlin's

Miss Catlin’s School (a proprietary day and boarding school for girls, grades 8–12), founded by Ruth Catlin, begins classes in a northwest Portland home. The school emblem, the pine tree in a circle, symbolizes “growing upward and onward into the circle of the larger life.”


Miss Catlin acquires 3.5 acres on Culpepper Terrace in Westover Terraces.


The school year begins with a “Bacon Bat” picnic, scary stories told by Miss Catlin are part of “initiation” of new students, girls wear middy blouses and bloomers for physical training classes or volleyball games. Dramatic productions, parodies, and skits feature lavish costumes and inventive scripts. The progressive notion of student government and concepts of responsibility, loyalty, and integrity are important. An “Honor Point Pin” —the pine tree in a rectangle—is awarded annually to the three girls who amass the most academic, athletic, and character points. Students annually gave the school ring, the pine tree set in an oval, to one senior who, in their judgment, best represents the ideals of the school.

The main building on Culpepper Terrace is completed, including Miss Catlin’s apartment.


The flu epidemic closes the school for a time. Facilities now include a tennis court.


Graduates of Miss Catlin’s form the Alumnae Association. The school song, “Far Above the Broad Willamette,” written by English teacher Anna Stillman, appears in the magazine. The Portland Academy becomes the Preparatory School (a proprietary elementary school) directed by Misses Jewell and Quigg. Priscilla Gabel is a teacher.


Catlin’s intramural teams, the Peppers (green) and Terrors (red), compete, mainly in athletics. Team names derive from the school’s street, Culpepper Terrace.


Students enroll in lower school grades on Culpepper Terrace.


A dormitory for boarding students is completed. It serves as the preschool after the boarding department closes in 1941.


The Preparatory School (Miss Jewell’s) holds classes at a former athletic club at SW 13th and Montgomery. The second floor is a vast gymnasium whose mezzanine is a sloped running track.

The Hillside building, from a brochure

The new Hillside building on Culpepper Terrace accommodates the elementary school (grades 1-6), which combines with the Cady School of Musical Education. Miss Catlin deeds the school to a self-perpetuating board of trustees as a nonprofit, nonsectarian, coeducational day school for grades 1–6, and a girls’ day and boarding school for grades 7–12


Elaborate May Day celebrations include outdoor pageants and plays. Vocational conferences acquaint girls with information about fields “open to women,” including a 1931 lecture by Esther Dayman, and there are many speakers on current affairs. Miss Catlin retires as principal and Jessie Powers assumes the day-to-day running of the school.


Lower School students present St. George and the Dragon as part of the May Day old English pageant.


Students publish a new paper, The Pine Needle, and this name sticks for many years.


First Catlin Gilbert & Sullivan production, Patience.


Priscilla Gabel acquires a traditional, downtown elementary school in 1931. In just five years she develops a progressive, coeducational country day school for students in grades 1–12. Activities include the use of tools in manual training classes, hands-on scientific studies, and carefully crafted tableaux of old master portraits. James Beard, who briefly fills in for an ailing cook, also teaches English for a time, and regularly returns to prepare the annual Christmas pageant.


Miss Gabel’s School adds coeducational high school classes; the first class graduates in 1935.


Miss Gabel acquires the former Multnomah Golf Club property in Raleigh Hills, reselling some portions for development, and incorporates her school as the nonprofit Gabel Country Day School. She teaches Latin classes.


Clean-Up Day involves all Gabel students in caring for the campus.


By some reports, Gabel includes about 60 students and half a dozen teachers.


Annual ceremonies include the first fire of winter in the Studio, May Day with a court of princesses, and mother-daughter teas. Graduation ceremonies in June involve ushers carrying the school lanterns escorting the seniors, who wear white evening dresses and carry sprays of blue delphinium and white peonies. St. George and the Dragon is a regular feature, becoming an annual 8th grade tradition in the 1950s.

Catlin graduation, 1944

Jessie Powers resigns, and Anne Parker Wood becomes principal.


Esther Dayman Strong becomes director of the Catlin-Hillside School.


First Rummage Sale raises over $8,000, substantial for those days.


Nell Givler directs first Hillside Gilbert & Sullivan, a production of H.M.S. Pinafore.

Gabel teacher Sam LeCount in 1941 at the pond with students


The importance of community and participation is high at Gabel, with lots of plays, sports, social events, and special celebrations at Christmas.


Last seniors graduate from Gabel, and the high school closes. Some of the younger girls transfer to Catlin-Hillside, becoming “double alumnae.”

A Gabel class of the 1950s

Amos Lawrence becomes principal. Pet Day begins at Gabel, initiated by parent and trustee Elizabeth Hirsch.


Thornton W. Moore becomes principal.


The student newspaper is the Hillside Herald. In the fall, students snitch grapes from the vines growing on the tennis court fence; in winter the courts are iced for skating at recess. The 8th graders produce an increasingly hysterical version of St. George and the Dragon as a holiday entertainment each year, and the 6/7/8 chorus creates a creditable production of a Gilbert and Sullivan operetta every spring. New features in the high school include hosting American Field Service Exchange students. Student activities include an annual religious conference at Annie Wright Seminary in Tacoma, the Pepper-Terror horse show, and day and overnight ski trips to Timberline. Team sports are volleyball and basketball; opponents include Marylhurst College and St. Helen’s Hall (now OES).


Catlin-Hillside School and Gabel Country Day School agree to merge. Esther Strong continues as director of the newly formed school.


Fall: first coeducational high school class (class of 1961) enrolls at Catlin Gabel, meeting in Culpepper Terrace classrooms; K–8 classes use both Catlin-Hillside and Gabel Country Day facilities. The Raleigh Hills Public School District acquires the Gabel campus by the right of eminent domain.


Trustees purchase the 36-acre Dant property on SW Barnes Road. High school students move to the Barnes Road campus. Culpepper Terrace campus accommodates grades pre-K–8.

Folk dance in the Barn, 1960s


Activities include an all-school ski carnival, folk dancing, exchange of tapes and letters with the Fletcher School in Southern Rhodesia, competitions between “Team 1 and Team 2” (later Blue and White), and frequent speakers on world affairs. High school girls play field hockey, and boys play football. Older students choose French, German, or Latin. An AFS exchange student comes from Iran (1960), and the association with the Experiment in International Living begins.


The Barn serves as cafeteria, assembly room, theater, dance and music studio, and site of the prom and graduation. The Oregon Indoor Tennis Club develops private tennis courts on campus available for student use.

The debate club

First coeducational class graduates from the Catlin Gabel high school.


The Rummage Sale nets more than $20,000 for the first time.

The Rummage Sale

Student initiative results in the “student room” down by the Barn, for hanging out or playing ping pong in free time.


Grades 7 and 8 move to the Barnes Road campus, and the Middle School is born.

Girls in front: Rebecca Orendurff Coren ’78, Lucy Park ’78, Peggy Schauffler ’78

The trustees release the option to buy property to the west of the campus (now site of St. Vincent Hospital) and buy instead a 21-acre walnut grove on the north boundary; a portion of the grove becomes MacColl Field for athletic events. The Rummage Sale nets more than $50,000 for the first time.


Grades K–6 move to the Barnes Road campus. Preschool begins the year in a Cedar Hills church. Dedication of the Upper School library, designed by John Storrs on the site of the Dant’s formal rose garden.


First year that classes for all grades take place on Honey Hollow campus.


Senior-1st grader buddy partnerships begin. Ron Tenison introduces the first computer at CGS, a Hewlett Packard 9100A. First Rummage Sale at the Memorial Coliseum. Catlin Gabel, ahead of its time, hires a development director.


All-school events characterize this decade, including the PFA Back to School picnic and Spring Festival of the Arts. Student enthusiasm is high for rollicking talent shows, Rummage loading, complex Winterim schedules, and ambitious senior projects. Student and faculty madrigal singers, directed by Dave Schauffler, go on a concert tour, and the Summer Theater Group takes plays on the road.

Len Carr '75

Catlin Gabel hosts its first 7-a-side invitational soccer tournament.


Spanish classes added to Upper School, replacing Latin.


Construction of the administration building, nicknamed “Toad Hall.”


Cabell Center for the Performing Arts opens, honoring benefactors Henry and Margaret Cabell. The boys soccer team wins its 6th straight championship.


First year that the CGSA president serves as an ex officio member of the board of trustees.


High Country School leaders work with grade 6 to create a maxi-map of the United States on the pavement in front of the Barn.


The Gilbert and Sullivan operetta tradition is revived with a rousing high school production of HMS Pinafore. The seniors’ gift is their sweat equity on a regulation track.


First Grandparents Day.


Jean Vollum founds and endows the Distinguished Writers Program to bring notable authors to campus. CGS hires its first learning specialist.

Bob Ashe

Chaucer Day challenges sophomores to recite the opening lines of Canterbury Tales, anywhere on campus teacher Bob Ashe encounters them. Under the leadership of Joey Day Pope ’54, Honey Hollow Horticulture volunteers work to nurture the campus landscape. Computer technology alters the campus with in-ground cable links to the mainframe computer in the Upper School. Students study computer programming, and offices incorporate computers into daily operations.


The Rummage Sale first nets more than $100,000. First LS exchanges with the Summit School in Winston-Salem, North Carolina, and the Olinca School in Mexico City through the Network of Complementary Schools.

1982 nuclear conference

Middle and Upper School students examine nuclear issues in a conference organized by teacher Steven Saslow ’61. After-school care programs begin for Lower School children.


Catlin Gabel Foundation established to manage the school’s endowment. History teacher John Wiser receives a Certificate of Excellence from the White House and the U.S. Dept. of Education.


Students raise $2,000 during Mexican Earthquake Relief Month, their interest heightened by exchanges with Olinca School in Mexico City.

Lowell Herr

Physics teacher Lowell Herr wins a national Presidential Award for Excellence in teaching. The Rummage Sale moves to the Expo Center.


CGS receives $3.8 million from the estate of Howard Vollum, founder of Tektronix and the father of four alumni, for establishing the endowment (now valued at $23.5 million). Middle School students plant a memorial garden to honor those who died in the OES mountain tragedy.


The Gilbert and Sullivan tradition revives with a production of Pirates of Penzance. Boys are state soccer champions.


Lower and Middle School campaigns raise about $3 million.


New traffic light installed on Barnes Rd. Catlin Gabel connects to the early internet through Bitnet, the first high school in this academic network.


Increasing emphasis on becoming citizens of the world, with exchanges with schools in Mexico City, Japan, and England, and choir tours and other experiential trips to Europe. Counseling programs develop, and many students become trained peer counselors. The school engages with the Portland community through the Summerbridge Program for disadvantaged students, and teachers pursue increasing professional development opportunities.


New Warren Middle School opens. New Upper School activities include Model United Nations and Mock Trial. Japanese classes are available in the US for the first time.


Gymnasium addition includes new locker rooms, weight room, and health classroom. Dedication of the Lower School Art Barn. First year of the Gambol, an annual benefit auction. First exchange student from China. First MAT candidates from Lewis & Clark College undertake year-long internships in Lower School classrooms.

Art teacher Susan Sowles teaching weaving

Joey Day Pope ’54 Volunteer Award established in honor of an alumna with decades of commitment to the integrity and beauty of the school. Lower School renovation, with the library at the center of the building. Safety improves with a new, community landscaped parking lot, development of a new service road, and improved traffic control on Barnes Road.


Math teacher Sara Normington wins a national Presidential Award for Excellence in teaching.


First Elana Gold ’93 Memorial Environmental Restoration Project.


Alumni, parent, staff, faculty, and student volunteers design and build playground.


The first Distinguished Alumni Award honors Philip Hawley ’43.


Edward E. Ford Foundation grants $50,000 to CGS for a faculty professional development endowment. Chamber Choir wins the Oregon State Choir championship. Dedication of Eaton Field, a baseball diamond on the lower athletic field, in honor of longtime teacher Sid Eaton.


Imagine Campaign raises $18 million.

Science teacher Lynda Jones teaching genetics

Upper School mathematics building opens. Science teacher Lynda Jones wins a national Presidential Award for Excellence in teaching.


The new century brings comprehensive development of the Upper School areas of the campus, advent of the wireless network and laptop computer program, revitalization of the outdoor program, a new robotics program, and burgeoning class trips and experiential activities. Individual sports include ultimate Frisbee, bowling, golf, and tennis, while hard work earns success for sports teams. The curriculum includes increased use of the computer in all fields, including study of digital design and photography.


Remodeled Beginning School opens, enhanced by honey bee sculptures by Ann Storrs ’72.


Corkran Pond and Schauff Circle are dedicated, James F. Miller Library and Hillman Modern Languages Center open.


Girls soccer team wins its eleventh consecutive state championship. Racquetball team earns first place in the nation.


Malone Family Foundation gives a $2 million endowment grant for financial aid to the school, one of only five nationwide. Drama classes added to Middle School

Ideas flow at the Imagine 2020 conference

Chinese language classes begin in Lower, Middle, and Upper Schools. Imagine 2020 Conference works toward a vision of Catlin Gabel’s future.


The Catlin Gabel Eagles earn the OSA All-Sport Award for the seventh consecutive year, an award for the strongest record in all sports. 63rd Rummage Sale raises $317,000 for financial aid.

Meg Patten Eaton ’58 was Catlin Gabel’s first alumni director. She is also a former faculty member and the mother of Stuart Eaton ’85 and Bruce Eaton ’86.

Read the complete timeline.

What Will I Be Doing in 50 Years? What Will the World Be Like?

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Catlin Gabel Students Speculate on Life in 2058

Betsy McCormick, kindergarten teacher: "The good thing is that you can be anything you want to be." Kindergartener: "I knew that!"


I’ll be a doctor driving a helicopter, instead of an ambulance, to take people from far away to St. Vincent.
I want to be President, and the most important thing I’ll do is speak into a microphone.
I’ll be in the Secret Service. I’ll get around by motorbike, talk with a walkie-talkie, jump from rooftops, and protect the President most of the time.
I’m going to be an astronaut, going to places by rocket ship to help people on other planets.

Lower Schoolers

I’ll have a successful, well-paying job, and a family. I’ll be an artist, a musician, or a writer.
I’ll be a zookeeper, because I like baby animals.
I hope to be a professional dancer.
I’ll definitely be a marine biologist.
I’ll be an actor or a teacher, since I’ve done acting.
I’ll be sitting down in a rocking chair with my sons talking about the NFL. I’ll be retired after being a professional skateboarder
I’ll have a pretty average life with my kids. It’ll be a normal life, not so rich or poor.

Middle Schoolers

I’d like to work with kids, maybe as a pediatrician. I’d maybe live a few years abroad, but come back to Portland. Hopefully a lot will have changed in the future, and we will have worked out cultural issues like the Iraq war.
I’d like to live on the West Coast and work in the neonatal intensive care unit. There will be no wars and a stable government. We’ll be saving the environment so my kids can have good lives and not have to worry about global warming.
I hope the world will be in a good place. I want to make a difference. I don’t want to be a person who people forget.
I love working with little kids and may become a preschool or kindergarten teacher. I would live a year or two in Japan and be fluent in Japanese.

Upper Schoolers

I’ll still be working as a theater tech, because it doesn’t pay much, maybe as a sound designer. It would be fun to work on Broadway, but I can do anything.
When I think of my future, I think of success in every way!
I’d like to have a career in science, maybe chemistry. I’ll probably be married and have always wanted to live in Seattle.
When younger I see myself in an exciting city, but later I’ll gravitate to a quieter place. If I were to shoot as high as I could, I’d be involved in film as a writer or director

In 50 years, I will be in my mid-sixties. My dad is in his mid-sixties now. I sometimes ask him how he expected his life to turn out. When he was my age, what did he see himself doing for the rest of his life? He tells me that when he was in college, someone asked him the very question you are now posing to us. What will you be doing in 50 years?

“I’ll probably be a beach-comber,” he told him.

I have similar aspirations. Partly because it’s hard to look that far ahead. No one at age 16 is ready to say that someday they will be a retired lawyer with grown children. Instead, we see ourselves at our dining tables, in our living rooms, walking down a crowded street. We can see the moments we think we will not be able to avoid; these are the sitting moments alone in our houses and the moving moments among faces in a crowd, the beach-combing moments of our lives. No matter what we do with our lives, we will do this, we think.

In 50 years, I will be 66. That is older than both my parents and some of my grandparents. It is hard to imagine what kind of place the world will be. I can see myself old and wrinkled, sitting in a dusty house with mahogany floorboards. I see blue skies, not as blue as today’s, but blue. The hard part is not imagining the age of 60, but rather the time that would have passed to bring me to that age. Decisions I make in life, which seem so small, can influence everything. Whether or not I run for a bus or wait in the rain could have me thrown through continents or in college. How many more years of education can I endure, or will the rest of my life be spent learning, traveling, and experiencing? When will I begin to ask questions of me instead of being asked questions of? It’s not so much where I will be in 50 years, but the ribbon that will take me there.

In 50 years, everyone will breathe in short, shallow breaths.

City people will savor the now scarce scents of evergreens and hotdogs in public markets. Their nostrils will soon tire of the futuristic air fresheners tainted with smog and dust. Urban children’s breathing will slow to sleep as they roll hastily in strollers or SUVs to their next activity.

Country people, however, miss the smell of animals. Animals that used to abound in their farms, roosters whose crows awoke families and cows that gave fresh milk. Those farmers, they miss the smell of the milk, the pigs, the aromatic apple trees, the scent of nature.

Despite the lack of old scents, the unfamiliarity, everyone enjoys their quick inhales and exhales. They enjoy the excitement of a new aroma, hybrid fruits, and the smell of rain hitting pavement. Men and women walk through streets, farms, and offices, not forgetting the old smells but delighting in the new. Everyone breathes fast, mirroring the speed of their lives, and anticipating what is to come.

Grown tired with the giant leaps that technology has taken in the past decades, many people will have abandoned the fickle nature of silicone and reverted back to the ways that have proved to be most efficient. That is not to say that they do not use and reap the benefits of many great technological feats, they just mostly like to stick with the old ways. Cars will still fill the street, but they will find that they are encircled with more and more cyclists. The roads have been changed in recent years to accommodate such an influx of cranks and sprockets, and the world is starting to look thin again. Most people have realized that they must suit up for the battle against global warming, so cars have switched to hydrogen fuel cell and electricity for their energy sources. But, like many changes that take place, there are still those who insist upon their Suburbans and Escalades. They are always ready to fight, but secretly meet for anonymous groups at night to help them with their addictions. Numerous presidents have taken office, of all genders, races, and shapes. And, one man, determined to make a difference in the world, has sparked a revolution and brought Esperanto back into spoken language.

In 50 years, the places we love will look different. Mountains, once white with glaciers, will be brown. Grassy plains will become deserts and reefs will become open seas. We may find species living in new places, moving with the climate, or no longer living at all. Wars will be fought over water and energy and fertile land. I, at 67, will have seen these changes happen. I will have climbed the receding glaciers and studied the shifting ecosystems and watched humanity battle itself. But my hope is that some things will not change. That I will still be surrounded by people I love, and that if I pile into my hydrogen car with them and keep driving we will still find a place of beauty.

The state of the world today drives even the most logical of us to question if we’ll even be here in 50 years. We’re running out of oil, we’re growing only corn, and as the population keeps growing, we’re getting closer and closer to what seems like a consumption-induced purge of the human race. It’s easy to throw up our hands, and to think, “that’s it! We’re done for!” The scope of the problems the world faces today is immense. But in a roundabout way, there’s comfort in the fact that if we’re around at all in 50 years, we’ll be digging ourselves out of a hole, not into it. Surely, we will see changes in government, trade, and international policies. But at this point, those things seem like a given. More important though, if we do want to maintain any form of civilized coexistence, communities will be key. We’ll have to learn to live our lives within those communities, not fragmented across the country or the world. I foresee us moving closer to real collaboration, and unless we want to have our children walking to school with gas masks on, we’re sure as hell going to have to take care of the environment.

I hope that in 50 years, I will have made some sort of mark of change in the world. Because I guess I don’t believe in any real afterlife, I want to be remembered by the people I might inspire or help, and I think one of the best possible ways to grasp the global picture and actually change things is to travel abroad. So in 50 years, I want to have traveled the world, and seen how humans live and connect with one another, and then I will be able to actually live, at 66 years old, and feel like I have some comprehension of the world around me.

In 50 years, the world will be the same. People haven’t changed over the millennia we’ve been around: we have loved, lost, regretted, cared, died, formed opinions, fought, and speculated. All of that won’t disappear in 50 years. Sure, the world might change physically or economically, since it seems we can’t go too long without some sort of international or natural disaster. Icebergs will melt, people will care and others won’t, and maybe some sort of solution will be reached. People will die, and some people will try and get other people to care and partially succeed. New technology will arise, and with it five-second trends and sayings that will stay for two months, maybe two years. People will still covet wealth and fame, and others will seek spiritual enlightenment. That’s the thing—no matter how much shorter our abbreviations become, crises occur, or opinions are raised, we’ll be the same. As long as we are human, the smaller details don’t make a difference.

Half a Century of Leadership

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A glimpse at Catlin Gabel's leaders since the 1958 merger

Esther Dayman Strong, 1957-58

MA Columbia University, BA Mills College

Esther was director of Catlin Gabel School during the merger but before the move to Honey Hollow Farm. She had been director of Catlin-Hillside from 1944 to 1958, where she led with enormous dignity, entrancing students with her talks at morning assemblies. She had previously served as director of the United Nations Association in Oregon and dean and teacher at Mills College; Polytechnic High School in Long Beach, California; and State College in Lafayette, Louisiana. Catlin Gabel established the Esther Dayman Strong Lectureship in the Humanities shortly after her death in 1987.

Esther (not a great speller) left a note on her desk for Kim MacColl, who succeeded her as head, which read, “Dear Kim: Welcome to this desk and job! I’v loved it and hope it will bring you all kinds of satisfaction.”

E. Kimbark (Kim) MacColl, 1958-66

PhD University of California-Los Angeles, MA University of Colorado, AB Princeton University

Kim taught at Occidental College and Reed College before he led Catlin Gabel. He worked with intelligence and integrity on establishing this new, merged school, meeting the challenges of raising public awareness and recognition, creating a school campus, increasing enrollment, and raising funds for financial aid. After his tenure as head he stayed on as Upper School history teacher, then taught Portland history at Portland State University and focused on historical research and writing the definitive texts on Portland history.

“The key element of the Catlin Gabel experience has been its value system where academic life has real value to it and a respect for learning among faculty. I think this is an element of the school going back to Miss Catlin’s day. I think our kids, regardless of how well they were prepared in every subject, develop respect for learning.”

Manvel (Schauff) Schauffler, 1967–80

MA, BA Lewis & Clark College; attended Black Mountain College

Schauff, a WWII veteran, taught 8th grade homeroom, math, history, PE, and shop at Catlin-Hillside from 1950 to 1967 before being named head of Catlin Gabel. (For one year before Schauff became head, Ed Blair served in that role.) After 13 years as head, Schauff left to teach at the Bush School in Seattle. Schauff led with good humor, optimism, and gusto, by his example fostering civility, cooperation, and involvement. Among his many accomplishments—an open meeting policy, establishment of the senior trip, mentoring teachers and leaders of other schools—he above all set the tone for a strong, warm sense of community and humanity.

“Schauff always asked, ‘Who’s going to wash the dishes?’ by which he reminded us that all communities work best when they work together. He radiates a belief in people and their capacity to work together—in the spotlight and behind the scenes—toward a result that is always far better than any of the individuals believed possible.” —Anna Hayes Levin ’71

Steven Prigohzy, 1980–82

MA Indiana University-Bloomington, BA University of Toledo, Ohio

Before coming to Catlin Gabel, Steven headed the Little Red School House in New York City, the International School of Islamabad, Pakistan, and the Friends School in Detroit. He wrote extensively on urban education. He later became president of the Public Education Foundation of Chattanooga, Tennessee, and director of the Cornerstone National Literacy Initiative.

“We’re not the antithesis of exclusivity, but we’re close.”—1980 Oregonian article

Clint Darling, interim head, 1982–83

AB Dartmouth College

Before Clint took on the role of interim head, he was—and still is—an English teacher in the Upper School who has long provided wise counsel to colleagues, students, and parents. He also has served as Upper School head and teacher of French.

“If we help students think more broadly, without narrow self-interest, it will make life better. This, for me, is a good reason to keep teaching in a small private school.”

John Theodore (Ted) Whatley, 1983–85

EdM, AB Harvard University

Before becoming head of Catlin Gabel, Ted was partner in a computer education firm, and before that head of St. Mark’s School in Dallas, Texas. A former Marine, he also had taught and coached at Albuquerque Academy and the Hill School in Pottstown, Pennsylvania. He left CGS to become head of the University Liggett School in Grosse Point, Michigan. Later he served on the Austin, Texas, school board and founded an enrichment program for Indian youth in New Mexico. Ted is credited with increasing the number of admission inquiries and guiding efforts to raise funds and balance the budget.

“While we believe that everyone can be stretched and challenged, we approach each child individually and see each as a member of a broader community. We emphasize fundamental learning in the so-called basic areas, but we never lose sight of the extended community that is such an important part of our lives.”

Jim Scott, 1985–94

PhD Harvard University, MA University of San Francisco, BA Stanford University

Jim had a long association with independent education. A graduate of Punahou School in Hawaii, he was previously assistant head and academic dean at Robert Louis Stevenson School in Pebble Beach, California. Jim’s keen administrative skills steered Catlin Gabel in a fiscally sound direction that increased financial aid and set in motion the campaign to improve campus facilities and build the Warren Middle School. He was a passionate advocate for student and faculty diversity. He left in June of 1994 to head Punahou School.

“Our task is to provide students with self-direction and a sense of service, to introduce them to what it means to belong to a community, and to model the habits of positive community members and lifelong learners.”

Andrew Beyer, acting head 1994–95

Exec. MBA University of Oregon, BS Southern Oregon University

As director of operations and planning, Andrew had led the master planning process that helped shape the village-like character of the campus. He left to become head of Nueva School in Hillsborough, California, and is now general manager of Walsh Construction in Portland.

“It’s important for people to realize that they can make a difference in a place like this. All it takes is asking, persistence, and a willingness to engage other people. You can do almost anything."

Lark P. Palma, 1995 to present

PhD, MEd University of South Carolina, BA George Mason University

Lark Palma has been head of Catlin Gabel for 12 years. She earned a doctorate in twentieth-century British literature and women’s studies while teaching at Heathwood Hall Episcopal School in South Carolina. During her tenure Lark has, among many other initiatives, worked with the faculty to articulate the curriculum across all grades, built interdependence among the four divisions, reawakened the school’s commitment to its roots in progressive education, and worked with school community members to create a clear vision for the school’s future. She continues to encourage growth at CGS in global education and cultural fluency.

“We continue to seek balance among the myriad passions students have while fulfilling our promise to make them remarkable intellects and learners. Our students respond to this culture by blending social development with academic pursuits: for them collaboration trumps competition, and communal intellectual pursuit trumps sitting alone in a library.”

Catlin Gabel News Winter 07-08

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Rummage 2007 tops all past sales

Upper School students work at Rummage

This year’s Rummage Sale brought in a record-breaking $317,000, an eleven percent increase from last year. Sale coordinator Lesley Sepetoski and huge numbers of volunteers—students, parents, alumni, faculty, staff, and friends—bring this fundraiser to life, and the school community is grateful for their efforts. We continue to emphasize high-quality donations, parent volunteer leadership, and innovative ways to improve the program. To share ideas, please email or call 503-279-1894 ext. 423. Sale proceeds go to financial aid, a cause everyone works wholeheartedly to support.

News from around the school

George Thompson '64

Catlin Gabel took part in the national January Day of Action, which on campus encompassed efforts to empty the parking lots through carpooling and use of alternative transportation, sale of efficient light bulbs, and encouragement for all on campus to go paperless. . . . Upper School counselor George Thompson ’64 was the keynote speaker at the Guide Dogs for the Blind fall luncheon, and was said to be inspiring, humble, and amusing. . . . Food service director Hen Truong has initiated the use of washable dishes and flatware in the Barn. This will help move the school toward its goal of zero waste.

Student news

Erica Berry ’10 was one of 15 poets worldwide who won the prestigious Foyle Young Poets of the Year competition. As part of her prize, she attended a weeklong residential poetry course in Shropshire, England, in February. She also won the 2008 Elizabeth Bishop Prize for Fiction. . . . An essay by Maddy Case ’08 was selected by Elder & Leemaur Publishers for an upcoming compilation, Believing in Greatness. Maddy’s essay, “The Greatest Influence of the 21st Century,” focuses on a chemical process that allows the making of artificial fertilizer, which she learned about in her Upper School environmental science and policy class. . . . The Outreach Council of the African Studies Association awarded writer Penda Diakité ’10 and her father, artist Baba Wague Diakité, the 2007 African Book Award for best book for young children for I Lost My Tooth in Africa. The award was presented in October at the Metropolitan Museum of Art in New York. . . . Emma Wood ’09 was one of 78 students nationwide to receive a 2007 US squash scholar-athlete award. . . . Lego robotics Team Echo (7th graders Owen Chapman, Casey Currey-Wilson, Anne Gilleland, Eve Lowenstein, and Gene Yamamoto) won the state’s top award, the Champions Award, for excellence in all aspects including research project and presentation, technical design, teamwork, and robot performance. . . . Kallisti Kenaley-Lundberg ’15 was featured on a segment of ABC News’s “Nightline” program with her band from the Rock ‘n’ Roll Camp for Girls. . . . The Oregon Scholastic Chess Federation has named Chloe Smith ’15 and Dashiell Shulman ’16 to its 2007 All-Star roster.

Middle School students praised for their service

Excerpted from the McKay School newsletter

“Every year we are fortunate to have hardworking students from Catlin Gabel School volunteer at McKay. The 18 students in grades 6-8 come to school on a bus around 9 on a Wednesday morning once a month and stay until about 11:15. They are assigned to various classrooms where they help teachers with materials preparation or work with small groups of students. Thanks to Catlin Gabel service learning coordinators, Paul Monheimer and Chris Skrapits, for their continuing support of McKay!”


The cross country girls team finished 2nd and the boys finished 4th at the state championships. Ian Wayne ’08 set a new school record on the state course. Ian and Haley Ney ’09, who finished third in state, qualified to participate in the annual Nike Border Clash, pitting top runners from Washington and Oregon. Coaches from all the state’s districts selected John Hamilton and Chris Skrapits as coaches of the year.

From the Alumni Board Winter 07-08

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Alumni Board president Brian Jones '88

In 1958, the population of the Portland metro area was 735,980. The cost of a first-class stamp was three cents. Kruschchev became premier of something called the Soviet Union the same month that Elvis Presley was inducted into the U.S. Army. Eisenhower ordered American troops into Lebanon, and the U.S. Supreme Court ruled that Little Rock, Arkansas, had to move forward with integrating its school system. Capote published Breakfast at Tiffany’s, Kerouac published The Subterraneans and The Dharma Bums, and Hitchcock released Vertigo. And in June of 1958, fifteen seniors, all young women, were the very first to accept “Catlin Gabel” diplomas and the last to graduate on the Culpepper Terrace campus. They had braved College Board examinations, the “old girl vs. new girl” baseball game, and the Rummage contest, and reveled in the first fire of winter, a Timberline overnight, and senior skip day. Their yearbook included advertisements for Bermuda shorts, “made for every occasion,” and a flat from Nordstrom with a “new pointed toe that’s a winner.” Another ad advised them to “eat more fresh lemons.”

In short, nothing much has changed, and everything has changed. The 65 members of the class of 2008, almost equally male and female, had to suffer through SATs, spent days at the Expo Center during Rummage, and are no doubt already looking forward to senior skip day. Bermuda shorts are back; fresh lemons probably never went out. The Soviet Union is long gone; U.S. involvement in the Middle East is more intense than ever. It’s fun, when marking a milestone like Catlin Gabel’s 50th anniversary, to delve into “then vs. now,” for the sake of context: “That was then, this is now—look how much has (or hasn’t) changed.” But we won’t gloss over the real import of this anniversary, the fact that in spite of significant challenges (starting with the events that led up to the merger of Catlin-Hillside and Gabel, and the very merger itself), daunting obstacles, and the sheer procession of time, the people of Gabel, Catlin, all their predecessors and successors, have led us to what we find in Catlin Gabel today—a vital institution, alive in its present, anticipating its future, and very much attentive to its past. We are all honored to be part of this school.

This year, as alumni board president, I’m chairing the 50th anniversary committee. This incredibly vibrant group of alumni, parents, and former faculty is cooking up some serious fun for the anniversary and alumni weekend, May 2–4. There will be an amazing array of opportunities to walk, run, and maybe even square-dance down Memory Lane with former teachers, alumni, and current Catlin Gabel families and faculty. Many of the details are still top secret; for a sneak peek go to page 5 of the magazine. You’ll be receiving your invitation soon. Be there or, as Kerouac might have said, be square!

And for those of you who, like me, are reunion-year alumni, your class organizers are already at work planning your own reunion gathering for the evening of Friday, May 2. If you’d like to be part of the planning, or want to hear about details, please refer to your class year’s listing in the Class Notes section, or email the alumni office at

See you in May.

Brian Jones ’88, alumni board president

Distinguished Alumni Awards 2008

In honor of the 50th anniversary, we are proud to announce an expanded alumni awards program recognizing the achievements of a diverse group of Catlin Gabel alumni. This year, we invite you to submit nominations for the following categories:

Granted to Catlin Gabel graduates or former students for significant accomplishments in business or professional life.

Granted to Catlin Gabel graduates or former students for extraordinary service to their community, state, nation, or the world.

Granted to Catlin Gabel graduates or former students who have achieved much in the arena of professional accomplishments or social service before the age of 40.

Nominations are due to the alumni office on MARCH 17, 2008. Awards will be presented at a special evening gathering on Friday, May 30. Please call Lily Thayer Derrick, alumni director, at 503-297-1894 ext. 309 or email for more information.

Tell Us About Your School Experience

Whether you were a student, parent, or faculty-staff member during any period of the school’s life, tell us what it was like for you. Before the end of March, please send your thoughts to Joan Buell,, for the piece she is writing for the celebration of Catlin Gabel’s 50th anniversary. Specific events, memorable transitions, and important moments are all welcome.

Tom Tucker '66, the Philosopher in the Woodshop

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Amid the whine of power tools and the dry scraping of hand tools, Tom Tucker ’66 patiently teaches Catlin Gabel students the art of working with wood, an art he learned as a Catlin-Hillside student. “I learned everything at Hillside: how to be curious and excited about learning,” says Tom.

Creativity, and Catlin Gabel, runs in Tom’s blood. His father, architect Ernest Tucker (designer of the Dant House and the Hillside Lower School), always had a home studio, and creating things was part of the family dynamic. Tom’s parents and many members of his extended family have long connections with Catlin Gabel and its predecessor schools. Tom’s sisters and brother are also alumni. After his time at Catlin-Hillside, Tom transferred to public high school, but he kept his CGS connection alive with summer art classes.

Tom’s woodworking skills expanded at Marlboro College, in Vermont. His studies immersed him in law and philosophy, but he also loved building stringed instruments. Music has continued to be a passion, and Tom has long played Irish and Scottish country music with fellow teacher George Thompson ’64 and CGS parent Craig Stewart.

Tom moved back to Oregon after college, setting up a rural homestead where he repaired and built furniture. He reconnected with Catlin Gabel in 1977, when he substituted for his old woodshop teacher Ed Adamy. A couple of years later Ed retired, and Tom returned to teach woodshop for two more years.

His strong urge to build furniture took him away from teaching, but not for long. To make money Tom worked in construction. That ended the day he stood, hammer in hand, in an ugly bathroom, and realized this was no life for him. That night Tom received a call from Catlin Gabel, inviting him to come back to teach woodshop.

Tom has refined his teaching skills in the many years since then. “I’ve learned to really listen to the children,” he says. “The conversations we have about the options available to them, and how their concepts and mine can come together into a final form, are the most exciting parts of teaching.”

Catlin Gabel continues to be a family tradition for Tom. His wife, Laura Frizzell, taught music at the school for 12 years, and both sons are lifers: Ethan graduated last year, and Sam is a sophomore. “Having Ethan and Sam here at school has been a big plus for me,” says Tom. “I loved seeing my kids in the playground, and having them run up to me when they see me and give hugs.”

Growing Up on Campus: Andrea Darling '90

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Lifer Andrea Darling ’90, daughter of English teacher Clint Darling, graduated from Dartmouth College and Duke University Law School. She practiced law in a Boston firm, before leaving to raise a family.

I felt indebted to Catlin Gabel for the privilege of attending the school and felt a responsibility to earn my place. I was fortunate to accompany my dad, Clint, on a senior class camping trip to Spirit Lake and on a school trip to the south of France. I remember sitting on the lower soccer field hills watching soccer jamborees while Dad yelled “Go Blue!” long before I ever kicked a ball. I remember belting out “Gloria in Excelsis Deo” with the entire audience as I sat on Dad’s shoulders during a Cabell Center holiday concert. I became quite smitten with Catlin Gabel at a very young age.

For about 14 years, nearly everything I did and nearly all the people I knew had a connection to the school. As a result, I grew up with a strong sense of community, of how important that safety net is to allow people to take risks, learn, grow, recover from adversity, and thrive. From studying at Catlin, Dartmouth, and Duke, to lawyering in Boston, to my life now as a mother in New Jersey, I have made it a priority to recreate that profound security for myself and others by working to create a strong community.

From the top echelons of the administration, it was clear that the Dartmouth family placed a great emphasis on the education of the whole person, a familiar refrain from my life at Catlin Gabel. I credit my teachers for challenging and stimulating me in a supportive environment; nothing could have prepared me more for achieving in college.

As a graduate student in French literature at Duke, I volunteered with the Guardian ad Litem program, representing the best interests of abused and neglected children in court. I began to see that the legal system was the single most powerful motivator to help improve the desperate situations of families in need, and promptly decided to go to law school.

I live just outside of Princeton, New Jersey, with my husband, Todd Brady, and spend my time raising two boys, Alex (4) and Nicholas (2). As simplistic as it may sound, my job as a mom is the most fulfilling—and occasionally the most trying—work I have ever done. Once Nicholas begins school, I would like to practice law again, although not in the corporate world, perhaps in some capacity as a child advocate. While I will not be able to recreate my Catlin Gabel experience for my own kids, I hope to find a school that will offer the same commitment to breadth and quality of learning experiences.

Growing Up on Campus: Sequoia Medley '01

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Sequoia Medley ’01, daughter of theater teacher Robert Medley and business office staffer Mary Medley, is also a lifer. She works in an art gallery in Philadelphia.

For the first five-odd years of my life, I lived with my family in the caretakers’ residence and loved it. I had access to playgrounds all year long, and my friends could come over to my house before school. My parents were always nearby if I wanted to visit and say hi. Because they were so immersed in the school they were able to relate to my challenges and understand the true goal of the Catlin Gabel environment.

When I entered the real world I was amazed how much more prepared I was for anything, beyond the academic challenges of higher learning. When I first moved to Philadelphia, a city I had previously only visited for a few hours, I took it upon myself to explore the city and seek out volunteer opportunities. When disputes erupted in college over unfair grading practices, I felt empowered to join my fellow students in presenting a logical and persuasive argument to the administration.

My CGS education, especially in writing and the arts, prepared me well for Moore College of Art and Design, where I pursued a double major in art and fashion design. My multitasking and time management skills from Catlin Gabel came into play when I wrote a senior thesis in art history in less than three months while constructing a fashion collection. Because of Catlin Gabel’s interests in developing well rounded, intelligent members of the community, and because I was exposed to that philosophy my whole life, I chose an unorthodox educational path and feel I was successful.

I expected that art history and fashion would go hand in hand, but after graduation realized it no longer felt like the correct path for me. Two years ago, I began an internship at a contemporary art gallery, where I was quickly promoted to associate director. Although I continue to design costumes for fringe theater productions, I am looking into graduate school in contemporary art, art criticism, or arts administration. I am passionate about the vitality of the contemporary art scene and strive to make it more visible. I continue to draw, paint, design, and sew. I hope next to work for a private or corporate collection, preferably back in the Northwest, and in the long-term would like to have my own art gallery.

"So Many Doors Have Opened"

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A True Legacy, A Heartfelt Gift

Catlin Gabel recently received a gift that exemplifies legacy. It came from the late George Ettelson ’42, a lifelong donor to Catlin Gabel since graduating from the Gabel Country Day School. He believed strongly in Catlin Gabel’s mission and wanted to show his support for the school both during his lifetime and after.

George believed in supporting financial aid. Although he helped the school in many ways, the biggest effect he and his wife Helene had on Catlin Gabel was the establishment of three endowed scholarship funds. One was founded in his name and two honor his sisters, both Miss Catlin’s School graduates. These scholarships were awarded to many students throughout George’s lifetime, helping numerous families afford a Catlin Gabel education, while enhancing the school’s learning environment.

George also wanted to invest in Catlin Gabel’s future. He set up a bequest gift to further support the scholarships he established. After his death in February 2007, the school received significant funds directed towards the three endowed scholarships the Ettelsons had established.

George laid the foundation for supporting the school and our students during his lifetime, and made plans to ensure the strength of these funds after his passing. Students will continue to attend Catlin Gabel because of George, doing their best to honor George and his family both while they are here and after they graduate. Generations of those students will go on to achieve great success throughout their lives. That is George Ettelson’s legacy at Catlin Gabel.

"I'm lucky to be here"

Dear scholarship donor,

I’m so grateful for all the opportunities Catlin Gabel has given me, and all the great people I’ve met. This community is very special, and I know I’m lucky to be here. Thank you so much for the chance to attend this school. I’m immeasurably thankful for my education, and to the doors it has opened for me. Your scholarship fund is definitely not going to waste.

—Student, class of 2009

Why Does Rummage Matter? Student Captains Answer

I took on the role of Rummage Sale captain because I wanted to actively participate in Catlin Gabel’s effort to raise money for financial aid. As clichéd as that may sound, I’m aware that financial aid is the determining factor in the diverse population at Catlin Gabel and I would like to see it become more diverse in years to come. (By diverse I mean economically, culturally, and geographically.) The students make Catlin Gabel the unique institution it is, and I encourage the growth of a dynamic, well-rounded student body.

—Jordan Bellman '08

I chose to be a captain because I have been at Catlin Gabel for such a long time and I wanted to give back to the school. I value the sense of schoolwide effort during the Rummage Sale. When all the teachers and students come together for the common goal of raising money for financial aid, it creates a very special sense of community. It is not only an important tradition but a bonding experience that produces truly remarkable results. The fact that some of my best friends are on financial aid helps me understand just how important the Rummage Sale is, and I was happy to take on the leadership role.

—Natalie Wilcox '08

Did You Know. . .

Our commitment to socioeconomic diversity began back when Miss Catlin's School offered scholarships to students in need of tuition assistance?

"It wouldn’t be possible without you"

Dear Scholarship Donor,

On the whole, I am more grateful than it is possible to write in a letter for the opportunity to become a student at Catlin Gabel; it wouldn’t be possible without you. I hope you realize how much of an impact you have had on my life. The high school that someone goes to greatly affects how a person lives and who he or she becomes. By giving me this opportunity, so many doors have opened that wouldn’t even have been in sight if I went anywhere else. I believe this is the greatest gift a person can be given, and there is no way to tell someone how much something like that is appreciated. . . . I hope to show my appreciation in actuality with how I use this opportunity and what I make of it.

— Student, Class of 2010

What’s the Legacy Society?

The Ruth Catlin and Priscilla Gabel Legacy Society recognizes people who name Catlin Gabel in their will or in another type of estate plan arrangement, and resulting gifts become a permanent part of the school’s endowment. Currently, we have over 80 members.

"Such a good place for me"

Dear Scholarship Donor,

Catlin Gabel has been such a good place for me, and I know I’ve changed as a student, friend, and person. I owe all my change to you because you have supported me through this experience. Your financial contribution made it so I could take advantage of this education, and I am indebted to you for this.

—Student, Class of 2009

Mexico Climbing Winterim

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Mexico Culture and Mountaineering Winterim

Popocatapetl from Iztaccihuatl during the groups ascent on February 20th.

Nine students and three adult leaders travelled to Mexico for ten days in February to experience the culture, learn about the history, and climb the high mountains of our southern neighbor. During the visit students stayed in the heart of Mexico City right next to the Zocalo. A few days were spent seeing the sights of this great city, before heading off to a high camp on the slopes of Iztaccihuatl, the seventh highest peak in North America. Over the next three days students acclimitized and made an attempt on the 17,160 foot summit. Five members of the team made it all the way to the summit. The rest of the students all achieved various altitudes between 14,000 and 17,000 feet.

Following the climb the group spent there days in Tepoztlan intergrating with the people of a small Mexican town. On the last day everyone returned to Mexico City where they were guests at a soccer game in the huge Azteca Stadium.

The trip made a very strong impression on the students. By avoiding the tourist areas, students were able to learn about how Mexicans live their lives, and gain an appreciation for the rich and deep culture of the country.

View of the Zocalo from the Hostel window

Native Aztec performers in Mexico City

On the Summit!

In Azteca Stadium: third largest in the world

Starlight before dawn on Iztaccihuatl