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The
WIN TER 2 0 1 8
Westonian
Magazine
IN THIS ISSUE:
BEHIND
THE
NUMBERS
Annual Report
for 2016–2017
The
[R]evolution
of Science
at Westtown
FIG . 1
Mission-Based
Science Meets
the 21st Century
The Westonian, a magazine for
alumni, parents, and friends, is
published by Westtown School.
Its mission is “to capture the life
of the school, to celebrate the
impact that our students, faculty,
and alumni have on our world,
and to serve as a forum for
connection, exploration, and
conversation.” We publish issues
in Winter and Summer.
We welcome letters to the
editor. You may send them to
our home address or to
westonian@westtown.edu. HEAD OF SCHOOL Jeff DeVuono James Perkins ’56
Victoria H. Jueds Jacob Dresden ’62, Keith Reeves ’84
Co-Associate Clerk Anne Roche
CON N EC T BOARD OF TRUSTEES Diana Evans ’95 Kevin Roose ’05
Amy Taylor Brooks ’88 Jonathan W. Evans ’73, Daryl Shore ’99
Martha Brown Clerk Michael Sicoli ’88
Bryans ’68 Susan Carney Fahey Danielle Toaltoan ’03
Beah Burger- Davis Henderson ’62 Charlotte Triefus
facebook.com/westtownschool Lenehan ’02 Gary M. Holloway, Jr. Kristen Waterfield
twitter.com/westtownschool Luis Castillo ’80 Sydney Howe-Barksdale Robert McLear Edward C. Winslow III ’64
vimeo.com/westtownschool Michelle B. Caughey ’71, Ann Hutton Brenda Perkins ’75, Maximillian Yeh ’87
instagram.com/westtownschool Co-Associate Clerk Jess Lord ’90 Recording Clerk
The
WINTER 2018
Westonian
Magazine
Editor
Lynette Assarsson,
Associate Director FE ATUR E S
of Communications
Manager of
Web Features
Greg Cross,
Associate Director
16 The (R)evolution of
Science at Westtown
of Digital Communications
Contributors
Kris Batley ’81,
Director of
Alumni Engagement
25 Behind the Numbers
Westtown’s 2016–2017 Annual Report
Mary Brooks,
Archivist
Anne Burns,
Director of Communications
and Marketing
Courtnay Tyus, D E PAR TME NTS
Director of Annual Giving
02
D EAR FRIENDS 14
FACULTY
Design Letter from Head of PROFILE
Aldeia
School Tori Jueds Steve Compton
www.aldeia.design
Principal Photography 03
N EWS FROM 46
A LL IN THE
Ed Cunicelli AROUND ’TOWN FAMILY
What’s happening The tradition
Additional Photography
Greg Cross on campus? continues
Tom Gilbert ’76
10
A RTS GALLERY 48
A LOOK BACK
Performing arts Dickie Jenkins
11
F IELDS & COURTS 50
C LASS NOTES
Season roundup Catch up on
EMERITUS: BEHIND THE COVER alumni news
David Barclay ’52 As part of the Design 12
PAST IS
J. Barton Harrison ’47 Engineering course, PROLOGUE 65
F ROM THE
Arthur M. Larrabee ’60 students have designed and
made a series of mechnical
The more things ARCHIVES
Katherine Niles McLean ’57
and myoelectric prostheses change… Winter recreation
for a young student born
without a left hand. This
iteration was printed on
Westtown’s stereolitho-
graphic 3D printer; an
Arduino board, used for
processing electrical signals
from the client’s arm, is
visible in the prosthesis.
DEAR F RI EN D S: LET T ER FRO M H EAD OF SCH OOL TORI JUE D S
Definitions, Discernment,
and Dialogue
One afternoon this fall, when the trees Most importantly, Westtown stu-
had turned and the sun was low in the dents understand the importance of
sky, I found myself in Main Hall 03 with a effective communication because they
handful of Upper School students who were are learning to carry their truths into
voluntarily laboring over a difficult task. the world. To persuade an audience of
They were wrestling with the meaning of something untrue yields a poor harvest;
terms like systemic racism, racial prejudice, so said Socrates in the Phaedrus, and
discrimination, and privilege—fraught, un- this is why our teachers, advisors, and
comfortable terms, which are nevertheless coaches daily help young people discern
key to our ability to converse productively their passions and convictions, and
about race. express them in word and deed. This
These students sacrificed the last hours is why our sixth graders delved deeply
of sunshine that day because they had into the refugee experience—reading
perceived a problem in communicating memoir and non-fiction, meeting with
about race at Westtown. They had observed a local refugee resettlement group, and
that when discussing diversity, multicul- taking a virtual reality tour of war-torn
turalism, and inclusivity, the same word or Syria—and then carried these truths into
term might convey two different meanings the world through blogs, websites, and
to two different people—even two different videos. This is why students in United
Westonians—inviting miscommunication States history turned their studies of the
and even distrust. As remarkable as was Civil War into original monologues based
that observation for high school students, on real and fictional soldiers, politicians,
still more remarkable is that they took and civilians, slave and free, from that
it upon themselves to pave the way for era. This is why third graders researched
productive dialogue by proposing common the work of civic, religious, political, and
definitions of key terms. Careful deliber- service leaders in local communities,
ation and discernment resulted in a set of and then shared their findings through
thoughtful definitions, prefaced by this intentional message on the Opinion musical theater in a production entitled
Board: “We encourage you to use these terms and definitions during your Friendly Neighborhood Helpers. And
conversations, as we think having this ground level of understanding will foster this is the work of all Westtown science
more enriching and constructive discussions.” students—the theme of this issue of The
I enjoyed being present for even a few minutes of this work. Some Westonians Westonian—who understand the scien-
may know that I am a language geek. I love parts of speech and the construction tific method as a very particular kind
of a good sentence. I get a thrill when I receive the Word of the Day from of discernment, and scientific writing
dictionary.com. I am fascinated by etymology—from the Greek ἔτυμος (real, as the means of conveying discoveries
actual) and λόγος (word). And the root of my love of language lies in the and insight to a broader audience.
challenge of communication: the confounding task of accurately conveying It is a wonderful thing to be part of
a thing, person, or experience to a person unfamiliar with it. The work of our a community that appreciates discern-
definition-writers was all in service of this great challenge. ment and communication. Thank
Steeped in diversity, Westtown students appreciate that people come to any you, Westonians, for all your efforts
given conversation from a variety of different backgrounds. Steeped in Quaker to communicate more effectively and
practice, Westtown students further understand that if we are to communicate share your truths more widely!
effectively, we must build from a shared foundation of words commonly under-
stood and carefully chosen.
02 The Westonian Magazine
Tiles Live On, see
page 4 for full story.
News from Around ’Town
W IN TE R 2 0 1 8 03
N EWS F ROM ARO UND ’ T O WN
Tiles live on
During the renovation of the Head of
School house, the tiles surrounding
the kitchen fireplace were carefully
lifted from the mortar by David Jones
of our Facilities Department (who did
much of the renovations himself) prior
to the fireplace removal. The tiles were
collected and given to Westtown’s
Archives, with the exception of a few
that were selected for a wall hanging
to return to the Head of School house.
Archivist Mary Brooks documented the
history of the tiles, and a brass plate was
placed on the back of the wall hanging
with the following information:
These tiles were created by Ellen “Pooh”
Brown ’38 as part of a larger group
that surrounded a kitchen fireplace in
the new Head of School house in 1976.
The tiles reflected Westtown, Quaker
education, and the Harrison family—
Changes in the
original occupants of the house—and
were installed by Ellen herself. The tiles
were removed and repurposed during
Alumni Office renovations in 2017.
After nearly eleven years as Director of Alumni
Engagement, Kris Batley ’81 has moved to a new role as
Westtown’s Director of Stewardship and Research. Karl
Vela ’03, who has been in the Advancement Office over
LENA P E SKILLS three years, has assumed the role of Director of Alumni
When the fourth grade Engagement. Karl has already begun to think of new
trip to Cape Henlopen, DE, and meaningful ways to bring our alumni closer to the
was sidetracked because school and each other. “Kris has left big shoes to fill, but
of remnants of a hurri- I’m up for the challenge!” he says. Kris is also excited
cane, Teachers Shelagh about the possibilities of her new position and looks
Wilson and Hillary Simons, forward to learning more about what Westonians want,
decided to take students to show donors the impact of their gifts, and to nurture
The tiles selected for the wall hanging
to Westtown’s lake for an deeper relationships with all of our constituents.
represent the immediate surroundings
overnight—and to dive
of the house and the peace that
deeper into their unit
We want to hear from you! Please send feedback in any pervades. They rest in an oak board
on the Lenape Native
form you choose. Address it to “Editor” and share your (provided by Westtown’s woodshop) with
American tribe. Students
thoughts about any aspect of the magazine. We will do a back bevel to suit the contemporary
built Lenape shelters and our best to publish as many letters as will fit. We may style of the house. (see photo on page 3)
structures, learned skills edit for space, and we’ll always confirm with you what we
and games of the Lenape. intend to publish. Our email is westonian@westtown.edu.
04 The Westonian Magazine
THE GENDER QUESTION:
Tradition
and Evolution
When I was a Westtown student in the ’90s,
Girls Collection was one of my favorite
parts of the day. The sense of community
was palpable during those 15 minutes. We
sang silly songs, competed to see who could
make the best birthday announcements,
and pulled together as we absorbed news
events in the pre-Internet era. Early in
my tenure as a faculty member, I jumped
at the opportunity to help shepherd Girls
Collection because I believed so much in
this tradition.
As so often happens at Westtown, it was FESTIVAL OF THE ARTS
students who taught me about the very dif- The Performing and Visual Arts Department decided to turn the traditional sit-in-
ferent impact that Girls and Boys Collection your-seat concert experience on its head this year. On November 12th, concertgoers
had on some of them. A space that was gathered in the theater where they were divided into small groups that traveled
welcoming and safe to me as a student felt around campus to see various groups perform in a variety of locations: singing in
isolating and scary to a number of students, Main Hall, Jazz Ensemble on the theater stage, and the Elements Dance troupe
including those who were transgendered or danced in the Art Gallery among works created especially by the drawing class for this
did not identify with the male-female gen- festival (pictured here), for a few examples. This moving feast of music, song, dance,
der binary. The tradition of gathering daily and art was a novel approach conceived by Will Addis, Chair of Performing Arts at
for announcements is long-standing, but Westtown, who wanted to a more interactive way to showcase various disciplines.
the format of Collection has evolved over
time. Last spring, we discussed Collection
in several Meetings for Business. As we
listened to the many truths students spoke,
it became clear that it was time for another we still need strong female leadership. To gender designation as a way of encouraging
change. Now we gather for End of House many Westtown students today, however, a range of diverse candidates. One thing is
Collection twice a week during which stu- requiring that there be one male and one clear: this conversation is not over. Quaker
dents can choose to attend Girls Collection, female SBP feels exclusive. It means that process requires that we revisit decisions. It
Boys Collection, or All-Gender Collection. students must identify as either male or will take time for the Upper School commu-
The change has been positively received. female in order to run for this leadership nity to sort through the advantages and dis-
Is it perfect? Probably not, but we will con- position thereby completely excluding some advantages of using a gender-blind election
tinue to assess and adapt. The willingness students. This past spring, we held the process for SBPs. We may eventually find a
to both honor tradition and to evolve are first non-gendered Student Body President new path forward.
hallmarks of the Westtown community. election. The result is that we have two male How we choose our SBPs or manage
Collection is not the only aspect of SBPs for this school year. This change, and Collection are ultimately less important
community life that needed to adapt. Since the results of the election, were not without than the values that drive those decisions.
the early twentieth century, students have controversy. Many of us worry that we have Our mission to honor that of God in every
elected a male and female Student Body taken away an important safeguard for member of our community requires that
President (SBP). In a culture dominated by gender equality and opportunity for young we be open to changing traditions in order
male leadership, the commitment to female women. Others point to the many aspects to uphold the Quaker values on which
leadership was inclusive and revolutionary. of diversity besides gender that our current those traditions rest. —Whitney Hoffman
We still live in a male-dominated world, and SBPs embody and see the removal of the Suttell ’98
W IN TE R 2 0 1 8 05
N EWS F ROM ARO UND ’ T O WN
A WEST TOWN ANCHOR:
Patti DiGiacomo ’69
In October, 2016, Patti DiGiacomo retired after a 34-year working ca-
reer at Westtown. But her Westtown life began long before that. Born to
Westtown science and wood shop teacher Burdette Bernard and Edith
Kelsey Bernard, Patti grew up on Westtown’s campus. She and her sisters
were all “lifers” at Westtown and she graduated in 1969. In 1972, she
married Bob DiGiacomo in the school’s Greenwood amphitheater; both of
their daughters, Kerry ’93 and Kristy ’97, are Westtown alumni as well.
After graduating from Westtown, Patti attended
Lynchburg College where she earned a B.S. in math.
Patti returned to Westtown in 1983, this time as MIDDLE SCHOOL ROBOTICS
secretary to the Dean of Students. She held various Westtown School hosted the FIRST Lego
positions during her tenure and was promoted to League (FLL) Robotics regional qualifier in
Upper School Office Supervisor in 2004, a position December. The tournament was a community-
she held until her retirement this fall. In sum, she wide event, as teachers and administrators
has participated in the daily life of the Westtown served as judges, Upper and Middle School
community for well over 50 years. parents volunteered for food service and pro-
What is notable about a career like Patti’s is the vided other support, and the Upper School’s
thousands of faculty, staff, and students she im- robotics Team 1391, The Metal Moose, did all
pacted. Her roles demanded interaction with nearly the setup, breakdown, and clean up for the
everyone in the school in some capacity and she was a wealth tournament. The Middle School robotics teams
of institutional knowledge as a result. She is an iconic figure competed in the tournament. Each team spent
at Commencement—for it is she who has orchestrated the three months engineering their robots, pro-
ceremony with that equally iconic red folder for decades. gramming missions, and completing in-depth
Those who have worked with Patti over the years attest to her dedica- research projects. Team 3598 completed the
tion and love for the school. “What stands out to me is her deep and abid- day in second place and was recognized by
ing affection and care for Westtown,” says Upper School Principal Chris the judges for their “use of Quaker decision-
Benbow ’90, adding, “I am grateful for Patti’s support of me throughout my making process and self reflection.” Team
years at Westtown, beginning during my time as a student and continuing 3599 completed the day in third place and
through my current role.” Kevin Eppler, Senior Class Dean, says, “She was commended for their “demonstration
knew what was on the horizon before many of us, and was an encyclope- of interpersonal discovery” as well as their
dia of Westtown knowledge. And, she throws a great Christmas Party!” “inclusive, team-oriented approach.” Both
(Many note Patti’s famous Christmas parties!) Tom Hay ’69, who recently teams’ outstanding performances across
retired from his own lengthy career at Westtown and grew up on campus all scoring categories earned each of them
at the same time as Patti, is quick to emphasize how well supported he promotion to the regional championship in
felt by Patti, especially during his years as Dean of Students. “I don’t know Philadelphia in February. Congratulations to
how I could have managed as a dean without Patti. Always on top of all the both Middle School teams, and thanks to all
details, always organized, always supportive when something went off the the volunteers who supported the event!
rails, she was always able somehow to manage the situation. Hers was the
calm voice who would tell me that it would be OK.” It is important to note
that, Tom adds, “As deans and principals changed—and there were quite
a few during her tenure—Patti was the one who provided the continuity
[which was] so absolutely essential. She was the anchor. I have tremen-
dous admiration, respect, and gratitude for Patti.” As does the entire
Westtown community. Thank you, Patti, you will be missed!
06 The Westonian Magazine
N E W S F ROM A R O U ND ’ T O WN
People of Color/
Student Diversity
Leadership Conferences
Several faculty members and students attended the
People of Color Conference (PoCC) and its parallel con-
ference Student Diversity Leadership Conference (SDLC),
and Marissa Colston, Director of Diversity and Inclusion at
Westtown, co-presented a PoCC session entitled “Asleep
to Woke: Impact of White Racial Identity on Colleagues of
Color in the Workplace.” The workshop covered the “skill
sets needed to navigate dialogues between people of
diverse racial and ethnic backgrounds.”
Colston reports, “The PoCC is a unique conference
that is designed for the thousands of educators of color
that work in Independent Schools across the country. In
predominantly white spaces, educators of color are one
of a few representatives of their racial group and are often
called on to educate colleagues or support students of
color even when that isn’t their assigned job. While many
do so willingly and with grace, it can add stress to one’s
workload. So the opportunity to convene at PoCC with
other colleagues of color is a vital lifeline and wellspring
of renewal that I and other participants welcome. We
learn new tools and exchange ideas that can strength-
en a school’s community goals of justice and equity for
all.” Colston adds that highlights were presentations
by best-selling author Ta’Nehisi Coates and civil rights
advocate and scholar Kimberlé Williams Crenshaw. “I
left renewed professionally and personally so that I can
continue to help lead the work of diversity and inclusion
at Westtown.”
Westtown students attended the Student Diversity
Leadership Conference, a companion to the PoCC. SDLC
On Tour
is a “multiracial, multicultural gathering of upper school A painting in Westtown’s collection by Henriette Wyeth
student leaders from across the U.S. SDLC focuses on (1907–1997), daughter of N. C. Wyeth who painted The Giant,
self-reflecting, forming allies, and building community.” will be part of an upcoming exhibition of her work, Magical
They spent time with over 1500 other high school students and Real: Henriette Wyeth & Peter Hurd, A Retrospective. The
engaging in a variety of workshops together. Junior Mia painting was commissioned by Westtown’s Class of 1934 in
Reaves reflects, “My experience at the SDLC was so differ- memory of classmate Elizabeth (Betty) Loyd Baily ’34 who
ent from any experience I’ve ever had. I have never been in died of leukemia during their senior year. The exhibit will
a group of people where I have felt so accepted, and I loved be hosted in 2018 by the James A. Michener Art Museum
being in such a diverse and inclusive community. I will in Doylestown, Pennsylvania, from January to May, and the
forever be appreciative for the feeling of hope that SDLC Roswell Museum and Art Center in New Mexico from June to
has given me for the rest of the world. I have learned that September. Kirsten M. Jensen, chief curator of the Michener
inclusivity is possible among such a diverse group of peo- Museum, wrote that this Westtown piece “goes right to the
ple and that was a really nice feeling to have.” The students heart of Henriette’s ability to capture deep emotional and
will share what they have learned in ongoing diversity and psychological resonance in her paintings, a magical quality
inclusion work at Westtown. that is underpinned by her incredible skill and technique.”
W IN TE R 2 0 1 8 07
N EWS F ROM ARO UND ’ T O WN
Q U I CK N OT E S
[3]
[1]
[2]
PENNSYLVANIA MUSIC offering information, artifacts, activi- enthusiasm needed to carry out an event
EDUCATORS ASSOCIATION ties, and food—and let’s not forget the of this magnitude. The daylong program
Congratulations to Westtown’s performance of the Angklung (Indo- attracted over 700 students and parents
Pennsylvania Music Educators nesian instrument) Orchestra! from diverse backgrounds for a morn-
Association District 12 qualifiers! [1] Troy ing of workshops on the college search
Larsen ’18 and Sophie Hofmann ’19 for YOUNG HERO and admission process led by college
District 12 Chorus, and Heidi Suh ’19, a Congratulations to senior KC Miller [3], admission professionals from colleges
violinist, for District 12 Orchestra. District a recipient of The National Liberty and universities across the country. The
12 is made up of all schools in Chester, Museum’s Young Heroes Award. KC afternoon College Fair in the Field House
Philadelphia, and Delaware counties. The founded the non-profit organization brought together students, parents, and
top musicians (close to one thousand) Keystone Coalition for the Advancement admission representatives from over 100
in grades 10 to 12 audition for festivals of Sex Education, an organization that colleges. We extend our thanks to all
and from that pool a select number of advocates comprehensive, inclusive sex of the student, parent, and community
students are chosen. Sophie ranked 10th education in Pennsylvania schools. The volunteers for their support. Special
out of 45 singers; Heidi is the #11 violinist National Liberty Museum recognized thanks go to Susan Tree, Jay Farrow ’75,
in the three counties—her second year KC’s work and honored him and other and Marion Henderson (parent of ’17, ’20)
being selected for districts; and, Troy is Young Heroes in a ceremony earlier for their commitment to this event
the #1 tenor for the third year in a row. this year. As KC says,”Change will only which has furthered Westtown’s rep-
come if we work together and collec- utation as a leader and innovator in
TURKEYPALOOZA! tively strengthen each other’s missions the world of college admission.
Westtown’s Campus Kitchen Club because injustice is intersectional and
sponsored “Turkeypalooza” to collect interconnected.” Visit Keystone CASE NLI SIGNINGS
turkey donations for our community online: www.keystonecase.org. Congratulations to these
partners, West Chester Senior Center three seniors who signed
and CityTeam in Chester. Students in INDEPENDENT SCHOOL letters of intent to play
Service Network delivered 15 turkeys MULTICULTURAL CONFERENCE lacrosse: Jordany Robleto-
to the West Chester Senior Center just AND COLLEGE FAIR Baltazar with Haverford
before Thanksgiving break, and faculty On October 21st, Westtown School College, Trent Kellner with
advisor Mitch Bernstein says that eight hosted its seventh Independent School Limestone University, and
turkeys were delivered to CityTeam at Multicultural Conference and College Peirce Eldredge with
Christmas. Thank you to all commu- Fair as it has every other year since 2005. Emerson College! Two
nity members who donated turkeys! Originally a Friends school initiative, the senior basketball players
program is now supported by over sixty also signed their letters
INTERNATIONAL FESTIVAL schools and access organizations from of intent this fall. Jake
The International Festival [2] is our Baltimore to New York City. A faculty/staff Forrester signed with
annual celebration of the countries and committee and dozens of volunteers from Indiana University and
cultures represented in our community. Westtown’s Families for Multicultural Cameron Reddish with Duke.
This year, there were twenty-one tables Community (FMC) supply the labor and
Icon indicates an online photo gallery at
08 The Westonian Magazine www.westtown.edu/thewestonianN E W S F ROM A R O U ND ’ T O WN
Virtually Building Empathy
Sixth grade teacher Lisa Cromley and Alicia Zeoli, Innovation Specialist,
have built an English curriculum around the book A Long Walk to Water,
by Linda Sue Park, about a Sudanese refugee. Students kept a record of
the main character’s needs and created personal empathy maps in which
captured the refugees’ words, needs, perceived feelings, and thoughts as
they read the book. In order to broaden their knowledge and understanding
of the refugee experience, they read
nonfiction articles about refugees in
other time periods and parts of the
WEST TOWN’S MA SCOT: world. The teachers also connected The Philadelphia Inquirer took an interest
in this unique use of virtual reality goggles
students with a local refugee
There Moose Be in the classroom and featured Westtown
resettlement group from Birmingham School in a recent article. Check it out at
www.westtown.edu/thewestonian.
an Explanation Monthly Meeting who explained the
resettlement process to students.
In order to help students gain empathy, to understand the experience of
Yes, there is (an explanation)! It involves a Westtown refugees, and the bring the realities closer, teachers also used virtual reality
parent who was a big game hunter, our friendly goggles that gave students virtual tours of pre- and post-war Aleppo, Syria,
rivalry with George School, and Westtown students and a refugee camp in Kenya, the largest refugee camp in the world, and
wanting to unite the school under one “symbol.” more. The goggles (a generous donation from the Middle School Parents’
The moose head in the Belfry was presented Council), served to put students in the middle of these areas and to sharpen
to the school in the late 1960s by Dr. Hugh their understanding of both the realities of war and of the conditions of
Patterson and his wife, Elizabeth refugee camps.
Fox Patterson ’29, after one of
Dr. Patterson’s hunting trips. Two
of the Pattersons’ four children
attended Westtown (H. Clifton
Patterson ’66 and Maryann Patterson head, but illness prevented him from spearheaded an effort to finance the
Ingersoll ’69), while two others went to further hunting.) purchase of a “school spirit figure”—a
George School. Inspired by the friendly In December 1988, Westtown moose costume. Large coin jars around
rivalry evident in the athletic contests cheerleaders (yes, Westtown had the school filled quickly. Jay Farrow
between the two schools, Dr. Patterson instituted cheerleaders) were looking for a ’75, then Dean of Students and current
a formal competition between Westtown and mascot. As reported in The Brown and Assistant Head of School, recalls the
George School, known as the Patterson Cup. For White, a student poll resulted in these effort as “absolutely student-driven.”
a time, ribbons were hung on the moose antlers top five choices: Moose, Wolverines, The campaign was successful. The first
in the Belfry to indicate standings in the quest for Quakers, Warriors, and Wildcats. The Westtown Moose (aka Tyler “Bart” Miller
the Patterson Cup in a given year. (Dr. Patterson following school year, with the support ’90) debuted at a student assembly that
intended to present George School with a moose of the faculty, two Westtown seniors spring to a rousing reception. GO ’TOWN!
W IN TE R 2 0 1 8 09AR TS G ALLERY
Learn more
about the Arts at
westtown.edu/arts
The Arts Gallery
The performing arts came late to our campus and music,
theater, and dance were not a part of early Westtown life in a
curricular manner. Music crept in rather slowly over the course
of the 20th century. By the 1950s the arts were becoming
integrated in the lives of students. Shakespeare in the
Greenwood and music in the South Room gave way to the
creation of a theater in the area that is now the Main Hall link
apartments, and then eventually the Arts Center. Today, the
vibrant performing arts program touches the lives of all of our
students. Visit the theater lobby for a new display that high-
lights this history.
10 The Westonian MagazineFI E L D S & C O U R T S
See more sports
updates online at
westtown.edu/athletics
Fields & Courts
• Girls soccer won their first-ever Friends Schools League
Championship, and advanced to the State Semifinals for
the third consecutive year
• Boys Cross Country finished in second place in the FSL,
and the girls team in third
• The Field Hockey team made the FSL playoffs
• 23 athletes were FSL All-League selections
• Sara Oswald ’19 broke the school’s all-time soccer scoring
record with 68 goals
• Collin Cunane ’20 named a USA Gymnastics Scholastic
All-American
• Cruz Buitron ’19 named a USA Swimming Scholastic All-American
• Anabel Barnett ’19 (and her horse, Rockafella) was one of
175 qualified junior riders to compete in the National Maclay
Medal Finals
S PRIN G 2 0 1 8 111936 Past is Prologue The education of younger children had been part of Westtown for many years prior, but the creation of a three room schoolhouse in 1936 along the lane (on the foundation of an old barn) firmly established Lower School’s presence at Westtown. In this new setting, the school continued in the “spirit of a large family” in which children were encouraged to “widen horizons” and “create new interests”—in addition to acquiring a foundation in traditional subjects. Shop class was a regular activity for students as young as first and second grades, including these children who were making birdhouses in 1936. Shop class has been replaced by (among other things) projects in the iLab in Lower School, a dedicated design thinking space for students. Design thinking combines the subjective inquiry of the humanities, the truth-seeking of the sciences, the creative and open-ended investigation of art and engineering, and empathy. iLab projects like designing communities or building model homes to learn about electricity and circuitry have supplanted birdhouse making, but through projects like these children continue to widen their horizons. ARCHIVAL PHOTO COURTESY OF MARY BROOKS, WESTTOWN SCHOOL ARCHIVES, 2017 PHOTO BY ED CUNICELLI
2017 S PRIN G 2 0 1 4 13
FACU LT Y PR OFILE
Steve Compton
Designs on Education
STO RY BY LYN E T T E A S S A R S S ON • PH OT O BY E D C UNI C ELLI
His sweatshirt is adorned with flakes of metal and his paint- variety of student-driven projects such as robotic prostheses
stained, sometimes bandaged fingers grasp an ever-present for a child born without a left hand (the latest model is on the
coffee cup as he enters the Design Engineering lab where cover), an aquaponics system, and development of a mobile app
he spends countless hours. The slightly crooked smile and to help Parkinson’s Disease patients track their symptoms and
one arched brow befits a man known for his incisive sense of medications. “When students struggle, fail, get up, reflect, and
humor and unvarnished delivery of the truth. His students move forward,” says Compton, “they are living their learning
know that he is more apt to challenge than to lecture; more and creating authentic ways of expressing their strengths,
apt to ask pointed questions than to provide answers—and weaknesses, and vision of themselves in the world.”
that’s what they love about him. Compton founded the Westtown Science Institute (WSI) in
A graduate of the University of Virginia (B.A. in Environmen- 2015 to offer these kinds of design thinking projects to a wider
tal Science) and the University of Delaware (M.S. in Marine Sci- audience. The WSI offers summer programming for children
ence), Steve Compton began teaching chemistry at Westtown elementary and middle-school aged that is inquiry-driven,
in 2007. He says he was drawn to Westtown not only because immersive, collaborative, and innovative.
of his daughter Emma’s ’10 experience, but also because he Compton says that the most rewarding part of his job is “that
knew that the school “created a culture that ignited curiosity, moment when a kid lights up. It may be the understanding of
encouraged critical inquiry, fostered self-reflection, and deeply an idea, or that they hear something that tells them they can
valued community.” become great; that they are unlimited if they believe it and
Compton has had a variety of roles since his arrival, from get to work.” His students respond to this trust and support.
member of the Global Education Team to the Head of School Bo Kim ’13 says, “I got to work and learn with Steve initially
Advisory Committee to Social Entrepreneurship Deep Dive through the robotics program and then as his advisee. I am very
Co-Advisor, and a host of appointments in between. In 2008 intentional about that statement. As a member of the robotics
he became the External Programs Coordinator which includes team, I did not just work for or learn from Steve, we worked
overseeing Senior Projects. together on projects or educated each other about our latest
As Head Coach of Westtown’s Metal Moose Robotics for the discoveries and epiphanies. He challenged me intellectually.
past 11 years, Compton has developed a robust team that has He showed me that there was a way to be myself, a way that
earned a reputation as a formidable competitor. Last spring made me strive to learn every day. He supported students like
The Metal Moose hosted (and won!) the Mid-Atlantic Region me with boundless empathy and compassion.”
FIRST Robotics competition at Westtown, welcoming 37 teams Colleagues describe Compton with similar enthusiasm.
and over a thousand competitors. Department Chair Larry Dech says Compton challenges the
But Compton’s deepest passion is providing students auton- status quo to positive effect and is one of the drivers of innova-
omy to explore, build, design, fail, and rebuild. “I understand tion in the department. “And,” he notes with affection, “he was
the power of giving students the opportunity and responsibility a wonderful mentor and teacher for my son.”
to drive their learning. Process-based learning creates an arc of Compton shies away from talk of his accomplishments. He
development within a discipline that develops not only matu- will say, however, that he is grateful to be engaged with educa-
rity but also fuller human development.” He moved away from tors who “take seriously the charge that we are helping to raise
teaching chemistry and shepherded the creation of the Design stewards of a better world, and we challenge and expect these
Engineering course, which challenges students to conceptu- stewards to be deeply aware of the ‘other.’ It’s rewarding to me
alize, design, and prototype products that provide solutions that a wide range of human beings can come together and cre-
to real-world problems. It has has resulted in an impressive ate a diverse and multi-faceted tribe of explorers.”
14 The Westonian MagazineFAC U LT Y P R O FI L E
W IN TE R 2 0 1 8 15WES T T O W N
WS
SCHO O L
The
[R]evolution
of Science
at Westtown
FIG . 1
Mission-Based
Science Meets
the 21st Century
STO RY BY
LYN ET TE
A SSARS S O N
PHO TO S BY
ED C UNICE L L I
16 The Westonian MagazineW IN TE R 2 0 1 8 17
It
is a Tuesday and that means it’s iLab At the time of Westtown School’s
Day in second grade. On this particular founding in 1799 and into the early years
of the 19th Century, science instruction
Tuesday these students are civil engineers was deemed an important part of a
student’s education, but was not a formal
exploring balance and motion. They part of the academic day. Science lectures
experiment with blocks, beams, and were offered weekly during evening study
time. These were often demonstrations of
fulcrums applying what they already natural phenomena such as phosphores-
have learned about how “push” and “pull” cence and electricity. Many early faculty
offered students experiential science by
forces impact construction of different exploring the campus flora and fauna,
structures. Questions fill the room. What gardening, and observing the night sky.
Science instruction became a more
if we move this block here? Does this need formal part of the curriculum in the 1820s
and focused on “useful knowledge” such
a counter weight? Across campus in the Science Center’s research as creating mariners’ compasses, learning
lab, Upper School students in the Anatomy and Physiology course geography through map-making, identify-
ing plants and birds, or making terrestrial
are testing the impact of temperature on the sprint speed of and celestial globes. Master Enoch Lewis
green anoles, arboreal lizards. The tiny creatures scamper up a taught astronomy by orrery (a mechanical
model of the solar system), navigation,
dowel rod while students look on intently with their stopwatches and surveying. The observatory was
constructed in 1889 providing students
and notepads. Another group of students has gathered around extraordinary and unusual opportunities
around a small container of pill bugs to observe and measure in the study of astronomy.
In 1826, Davis Reece joined the faculty.
their response to caffeine. Down one flight of stairs is the Middle First a teacher then Boys’ Governor,
School classroom where begloved students carefully dissect owl Reece was an important figure in West-
town’s history. “Perhaps his greatest
pellets, exclaiming as they discover another bone for the skeletal service to Westtown was the emphasis
which he placed on the introduction into
puzzle of owl prey, Is this the skull of a frog?! Across the hall, Design
the school curriculum, both formally
Engineering students are working on a compost pile heating and informally, of scientific studies,”
notes Helen Hole in Westtown Through
system to provide heat to the high tunnels on Westtown’s farm the Years. Reece created the first botany
in winter, allowing for four-season growing of leaf crops. These course and began collecting and mount-
ing the birds that would become the
vignettes are a mere sampling of Westtown’s robust student- school’s extensive bird museum.
centered, inquiry-driven, ever-growing science curriculum. Industrial Hall was completed in
1869 and housed the first dedicated
classrooms for chemistry and physics
demonstrating the school’s deepening
I N TH E B EG I N N I N G commitment to the study of sciences.
uakers have always valued scientific inquiry and believe that explo- Teaching “useful knowledge” gave way
Q
ration of the natural world is in concert with spiritual exploration; to more in-depth scientific inquiry and
that religion and science are not at odds. Quakerism was founded experimentation. By the early 20th cen-
during a time in which empirical science was burgeoning. George tury, a wider variety of traditional science
Fox and Francis Bacon were contemporaries, and each believed courses were offered, and in the 1920s
in questioning traditional knowledge and authority, and in personal witness agriculture became part of the curric-
and observation of the world. The Quaker belief in continuing revelation ulum as students began working on the
encompasses not only the abstract, unfolding truths of the Spirit but also the school’s farm.
concrete truths revealed by experimentation and observation. The next advances came in the mid-
1970s when the Griffith Science Center
was built. The building afforded students
18 The Westonian Magazinemodern lab space and room for equip-
ment, and, of course, more classroom
space to accommodate the growing
number of students interested in sci-
ence. Teacher Tim Loose developed the
Campus Ecology course that, as its name
implies, utilized the campus as a labora-
tory. It was more than a return to study of
the natural world surrounding students;
it was the first course to incorporate
environmentalism. A few years later,
Loose and Barry Feierman created the
Environmental Science course which, in
addition to covering traditional topics in
the Earth sciences, also introduced
a more specific focus on how
human activities impact the
environment. In the 1980s,
in response to a growing
trend in the United States
toward Advancement
Placement (AP) classes,
Loose and teacher Jan
Long created Westtown’s
first Advanced Placement
class in biology. Advanced
Placement courses in physics
and chemistry would be added to
the curriculum in subsequent years.
In the early 1990s, Westtown was in At work in the
chemistry and
the vanguard of schools that piloted the research labs
Physics First program. Originally a fairly
radical idea, educators determined that
students needed to have a foundation in
physics before they moved on to chemis-
try and biology, so students took physics
in ninth grade instead of eleventh or and the number of science offerings had faculty, alumni, parents, and even
twelfth. Another shift took place in 2005, nearly doubled since 2000. Westtown students. They considered what kind of
when Westtown was again among the students were going on to study STEM facility would be required to teach mod-
first group of schools to move away from (science, technology, engineering, and ern science in a modern way; how the
the Advanced Placement courses that math) subjects in college at a higher rate needs of 21st century students could be
now compelled teachers to “teach to the than the national average. Nationally, met; how the building could be a reflec-
test” restricting their ability to explore about 16 percent of high school students tion of our sustainability mission. In the
topics fully. Instead, opportunities for majored in STEM; at Westtown it had spring of 2014, the LEED (Leadership
in-depth advanced coursework were reached 23 percent. in Energy and Environmental Design)
offered, and students can still receive In order to meet this growing demand Gold Certified building opened. From
tutoring and sit for the AP exams. to have facilities, equipment, and space the butterfly roof that helps rain water
As advances in science and technol- for inquiry-driven science education, drain into cisterns, to the geothermal
ogy and the interest in them expanded, and to prepare students for careers in heating, the building provides observable
Griffith Science Center became not STEM, the administration and the Board scientific phenomena for students. It
only outdated, but also too small to hold of Trustees launched a capital campaign houses nine classrooms including two for
the swelling enrollment. There was not to renovate and add on to the science Middle School science, a design engi-
enough lab space for experimentation building. In Quaker fashion, many voices neering lab, a research lab, and lecture
nor research. By 2013, enrollment in sci- were called upon to participate in the hall. It also boasts an impressive list of
ence classes had increased by 33 percent, imagining of this new space: science equipment that is not often found in high
W IN TE R 2 0 1 8 19schools: a nanospectrophotometer which In the Lower School, also in 2014, the old about scientific principles behind build-
measures tiny quantities of nucleic acids computer room (laptops having migrated to ing bridges, and other infrastructure. “In
and performs protein analysis; cell counter; classrooms) was renovated and became the conjunction with the community study
thermocyler for PCR (a way of copying iLab, a dedicated space for design thinking with Teachers Marc and Vicki, we have been
small amounts of DNA); Western blotting projects, and a companion to the Lower studying a community resource–electric-
equipment for analyzing proteins; biolog- School science classroom. Students have ity. Students discovered how to connect a
ical hood for tissue culture; an imager for more room to learn and explore. Lower complete circuit and have been exploring
visualizing various types of gels and mem- School Principal Kristin Crawford knows concepts such as conductors and insulators,
branes; a stereolithographic 3D printer; that, “Even our youngest students expe- and learning how to troubleshoot electrical
and much more. rience joyful immersion in science. They circuits. Students are working as electrical
innately possess the habits of scientists: engineers to plan, create, and wire their
TE ACH I N G S C I E N C E I N a curiosity about the world around them own community structure.”
THE NE W CE N T U RY and a quest to understand how things Schultz is also dedicated to teaching
he new Science Center, shifting work.” Lower School science teacher Bekka students the habits of good scientists. All
T
trends in science education, Schultz capitalizes on that innate curiosity. Lower School students, even the youngest
and the appropriate spaces and She is passionate about connecting students ones, keep science journals with predic-
equipment afforded science fac- with their environment and providing expe- tions, data from experiments, diagrams,
ulty the long-desired opportu- riential activities that are applicable to their drawings, and reflections on their learning.
nity to reenvision their curricula. Teachers world. As one example, fifth graders study Schultz stresses to her classes that science
in all three divisions dedicated substantial food chemistry. They explore food and writing is different from other kinds of writ-
time, energy, and resources to overhaul- nutrition by performing physical and chem- ing and discusses the importance of keep-
ing their delivery of science education. ical tests to identify the presence of starch, ing accurate records. The Lower School
Although some labs and hands-on learning glucose, fat, and protein in food samples. science room even has a large poster with
have long been part of the sciences at “By analyzing their results and engaging a series of questions that describe how one
Westtown, these curricular changes in discussions about what influences their call tell the difference between opinion and
marked a sharper move away from the food choices,” explains Schultz, “they are fact, driving home the importance of empir-
so-called “sage on the stage” learning how fats, proteins, carbohydrates, ical data, observable truth, and knowledge.
lecture format to more lab- and vitamins are related to good health.” Students are encouraged not only to seek
based, inquiry-driven, Then they take what they learn about food answers about the natural world, but also to
problem-solving courses. chemistry and apply it to reading and inter- pose the questions they will answer. They
At all levels, science preting food labels. “I want students to real- are asked to consider first what problems
became substantially ize that science is everywhere. Fifth graders need to be solved, then go about proposing
more immersive. are currently selecting topics to explore ways to solve them. This kind of ques-
for their science fair projects. I encouraged tioning is a the heart of design thinking
students to generate a list of questions (DT) principles—using imagination, logic,
to explore by first making a list of their empathy, and reasoning to design solutions
interests. One student said, ‘I like karate, to real-world problems collaboratively –and
Lower and
Middle Schoolers tennis, singing, and dogs, but I don’t really DT has been integrated into coursework at
look closely at like any science things.’ I helped her realize several grade levels. Fourth grade is about
their world
that each one of these interests is related to to begin a DT project using the question:
science—the science of the human body, What do chickens need? Schultz says they
mammals, physics and motion, and sound.” will work closely with T.J. Costa, Director
Integration of science into other subject of Sustainability, to evaluate the habitat
areas and projects is another way Lower and care of the chickens at Lower School.
School teachers are connecting the science They will observe, research, and interview
dots for students. In the third grade com- various experts and users who care for the
munity unit, students explore how healthy chickens. Students will create and proto-
communities function, and then they type solutions in the iLab, then present a
design their own communities. And while proposal for a habitat and care plan that
they are learning about how people work, best suits the needs of both the chickens
are taken care of, worship, produce food, and the Westtown community.
manage resources, and the myriad com- At its core, the Lower School science cur-
plexities of community, Schultz is simul- riculum is “rooted in engaging students in
taneously teaching them about required hands-on, real-word experiences that ignite
resources such as electricity, circuitry, and curiosity and encourage questioning,”
The Westonian Magazinesays Schultz. “To prepare students for a
world that is increasingly dependent on
science, engineering, and technology, I
strive to give students opportunities to
‘do science’ as much as possible.” She
also stresses the importance of empathy
and collaboration. “Students rarely work
independently in my classroom because
cooperative learning allows them to
stretch their minds and demonstrate
respect of other viewpoints. Teamwork is Middle School
inherently challenging and I believe that students dissect
owl pellets
students learn the most from situations
that test them. Students are more willing
to take risks when a community supports
them. During our investigations, we work
on building problem-solving, communi-
cation, and teamwork skills.” “If the world is going to be a better
The Middle School science curric-
ulum was rewritten in 2013. In each
grade, an inquiry- and research-based
place and Westtown students are going
approach utilizes both the lab space and
the campus. Teacher Bill Monahan says,
to have something to do with it, they
“The curriculum spirals so that each year
in Middle School, students have earth need to be able to think critically.”
science, physical science, and life sci-
JOSH REILLY, M ID DLE SCHOOL SCIENCE T E ACHER
ence. We see the scientific method as an
iterative process.” The scientific method
—acquiring new knowledge based Middle School curriculum, says that they wanted students to understand how
on experimentation, observation, or what sets Westtown apart from other scientists and historians work together.
measurable evidence – is used through- schools where he has taught is the free- This year they wrote and launched a
out the curriculum. Each year the units dom to “make the decisions that I think combined curriculum for sixth graders.
become more challenging. Examples are best for my students. This allows me Gold says, “We are keenly aware that
include the sixth grade life science unit to teach to mastery and develop skills knowledge isn’t ‘neat’ in the world for
which involves a cell project and micro- rather than cram information into their which we’re preparing students. We
organism study; a climate project that heads. It allows me to design meaningful want to help sixth graders ask probing
considers solutions for global warming activities that help students discover questions, and then to consider where
on Westtown’s campus; and a study of both their own and other’s gifts while they can find the answers. The students
ecosystems that integrates Westtown’s working together. We foster students’ are coming to realize that traditional
farm and composting. In seventh grade, natural curiosity, and they are free to textbooks may not be their best resource.
students explore forces and motion, explore and deviate from the planned Instead, they may need to consult
population, ecosystems, and astronomy. instruction. They learn on their terms, primary sources, head to a science lab,
In eighth grade, students move into the and in doing so take ownership of the or seek out experts in other fields with
study of chemistry, genetics, program- knowledge.” Monahan agrees, and appre- whom they can collaborate.” For exam-
ming (including Arduino, an electronics ciates having “more time and flexibility ple, when sixth graders completed their
platform and the software used to pro- to tackle subjects in depth. The pace of archaeology dig at the 150-year-old trash
gram it) and electrical engineering, and my class can be dictated by student inter- middens on Westtown’s campus, they
the biology of emergency medicine in est and topic relevance.” came away with questions about artifacts
which students have a Wilderness First This freedom for teachers to dive they found that aren’t easily pigeon-holed
Response mini-course. deeper into various subjects has allowed into a single academic subject: What
Although most of the topics covered them to explore novel ways to teach as kind of metal is this? Why is this glass
are not unusual fare for middle school well as ways to connect with other sub- bottle all twisted up? Why does the glaze
students, Westtown’s student-centered jects. Monahan and sixth grade history on this shard of white china have little
classrooms are distinctive. Josh Reilly, teacher Sue Gold had been considering brown cracks all over it? “So in addition
one of the principal authors of the new how science and history intersect and to seeking information in the Archives
W IN TE R 2 0 1 8 21“As a species, we will thrive or weaken at science requirements. “The switch to a
semester model allows students to tailor
their pathway to fit their interests: it gives
the intersection of humanity and science. them a solid foundation then lets them
more quickly move to elective courses.”
At Westtown, students experience this This change to semesters also provides
time in the schedule for a more diverse
intersection as academic content that and greater selection of electives. In addi-
tion to traditional courses and longstand-
ing unique offerings like Astrophysics,
is not separated from human values a host of courses has been added over
the last few years. The department now
nor Westtown’s values.” ” offers a whopping 30 science courses in
all; nearly half of them have advanced
K R I STI N C R AWF O R D, LO WER SC HOOL P RINCIPA L designations. Among them are distinctive
courses such as Biology of Disease, Biol-
ogy of Sexuality and Addiction, Molec-
and online about these questions,” real-world problems. For the past two ular Biology, Evolution, Environmental
Gold explains, “students will take their years, students considered the challenges Chemistry, Organic Chemistry, Digital
metal concretions to the science lab for faced at Heritage Academy, Westtown’s Electronics, Scientific Research, and
analysis, and they will examine the kind sister school in Ghana. Students worked Design Engineering. Dech points out that
of bacteria that has, for example, invaded in groups to design solutions to problems it’s not just the new building that impacts
the crackled glaze of the ironstone.” Gold like energy, nutrition, and access to clean science education, but also the campus
and Monahan take students on field trips water. They talked with seniors and fac- itself. “The campus’ diverse ecosystems
that have a multidisciplinary approach as ulty who had been to Heritage Academy let students get out of the classroom
well. They visited Independence National for Senior Projects to collect information and make connections to the natural
Park in Philadelphia, where they saw about needs, climate, and resources avail- world; this is a distinguishing feature of
artifacts from the James Dexter home. able in Ghana. The projects culminated the sciences at Westtown.” Biology and
In the social studies classroom, students in students designing various solutions. chemistry teacher Celeste Payne believes
had read primary documents relating to Last year, one of the groups designed that not only is the semester format in
Dexter, a former slave who purchased his an energy-producing device to attach to foundational courses unique from other
freedom and then became a coachman in Hippo Rollers, large water transportation schools, but also that students experience
the 1790s for a prominent Quaker. They tubs that are pulled and carry up to 24 science as investigatory. “‘Investigatory’
learned that as the National Constitution gallons of water, far more than the 5- moves students to approach science both
Center was being built, members of Phil- gallon buckets that are in use throughout experimentally and intellectually. This
adelphia’s African-American community the country. The device generates energy helps them go beyond the question of
pressed for the excavation of Dexter’s by capitalizing on the friction caused What? to How? and Why?”
home, which now lies under the bus drop- by the motion of the Hippo Roller. The More exciting, perhaps, than the
off for the Center. But the documents group’s prototype generates about 1.5 number of courses offered or even the
came alive when students saw artifacts volts—enough to charge a cell phone or physical and natural resources avail-
found at Dexter’s home: wig curlers, other small electronics. When seniors able to students is the way in which
oyster shells, and iron nails, an indicator return to Ghana in the spring of 2019, these subjects are taught. The focus on
of wealth. Monahan says, “The best thing they will take this prototype with them in-depth research and lab work has not
about the multidisciplinary approach and teach Heritage faculty and students only introduced myriad new types of
is that it’s real-life and engages students how to use it. projects for students to undertake, but
in purposeful problem-solving with end After intensive consideration and also gives students more opportunities
results that have meaning for them.” research, dramatic changes were made to prepare for college and for careers in
Another example of a multidisci- to the Upper School science curriculum. STEM. Teacher Mariska Batavia says, “In
plinary approach to science as well as Student-driven interest, giving more stu- Anatomy and Physiology, students work
design thinking is the 8th grade’s Big dents more access to electives, and proj- in groups to design physiological exper-
Build Changemaker Projects that com- ects with real-world applications were iments. They practice writing technical
bine English, Social Studies, Math, and major factors in the re-envisioning of the protocols, statistically analyze their data,
Science. The students read The Boy Who curriculum. Larry Dech, Science Depart- and write a formal lab report in the style
Harnessed the Wind in English class, then ment Chair, is excited about moving away of a scientific publication. In lieu of a final
take what they have learned to focus on from yearlong courses in the foundational exam, they prepare posters showcasing
22 The Westonian MagazineYou can also read
