impact

The Williston Northampton School | 2009-10

The best part about working in an advancement office isthat virtually every day we get to hear the stories fromalumni and friends about how The Williston NorthamptonSchool has positively impacted their lives. That many of thestories have a familiar ring to them serves as a testament tothe fact that the school Samuel Williston founded in 1841,and that fully embraced co-education during the merger withNorthampton School for Girls 130 years later, continues toprovide its students with a superior college preparatory edu-cation.

The alumni speak of a warm and welcoming campuscommunity where faculty members truly care about theirstudents and don’t just teach but inspire new passions anddiscoveries. They talk about a scenic campus and are quickto share some of their favorite stories about their lifelongfriendships and their most memorable teachers. At the sametime, they are truly appreciative of the education they’ve re-ceived and the important life lessons they’ve learned.

I am proud to be able to share with you some of thesestories in our 2009-10 Impact Report. This online publica-tion replaces the more traditional annual report that wehave produced previously because the work we do in theAdvancement Office—and in the rest of the school—hasnever been about numbers. It has always been about peoplelike those profiled here.

I joined the Williston team as chief advancement officerin March 2010 because I was drawn to the promise I saw atthis great school. 2009-10 was a year of tremendous changeat Williston. Several long-serving faculty members retired,including Paul Sonerson and Ann Vanderburgh, who taughtat Williston for a combined 57 years. The search for a re-placement for retiring Headmaster Brian Wright generated alot of interest, and there were changes in the AdvancementOffice. But during my first few weeks here, I recognizedthat there was also tremendous excitement on campus andanticipation for the great things that lie ahead for this schooland a sincere desire shared by so many to see Williston ful-fill its promise. The excitement practically boiled over inMay when Robert W. Hill III, now head of school, visitedcampus and addressed the school in the chapel at a specialassembly. More than one senior left the chapel that after-noon just a little bit disappointed that they would no longerbe students at Williston when Bob officially took the reins,but as new alumni hopefully they recognize the importantrole they will play in the history that is yet to be written ofthis school. Until then, please enjoy the stories of alumninew and not-so-new, parents, and other supporters of Willis-ton as they describe how their time here has impacted theirlives.

T H E IM PAC T R E PORT

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Chief Advancement Officer Eric Yates

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Annual Giving Capital and Endowment Giving

External Support from All SourcesAll figures as of June 30, 2010(numbers in thousands)

F I S C A L Y E A R 2 0 0 9 - 10

FY 2009-10 Total Giving $3,513,588

4 Julia Midland ’10, College of the Holy Cross ’14

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Like many students who come to The WillistonNorthampton School, Julia Midland ’10 was looking for achallenging school that would give her the tools to succeedat a good college. And, she says, “I had no idea that wasonly half of the Williston experience.”

When she visited the campus, she immediately got apositive feeling from everyone she met. “The people thatyou will meet at Williston are probably people you wouldn’tordinarily encounter. But everyone comes together to createone amazing community.” When the time came to look atcolleges, she sought out the qualities she had grown so fondof at Williston.

Julia’s transition into her first semester at College of theHoly Cross went smoothly. She really liked her classes andprofessors, and found the workload comparable to Williston.“I thought it would be hard leaving my tight-knit Willistonfamily, but I’ve learned that throwing yourself into new ex-periences is extremely important,” she says.

One thing that has helped Julia in her first year of col-lege is that she already knew how to form genuine relation-ships with her instructors. “I had teachers as coaches andadvisors at Williston, and now they are my friends. I feelconfident now going to meet with my professors, whichmany of my classmates don’t see as an option.” And she hasfound that “every professor I have met with appreciates theone-on-one time just as much as I do. It makes their jobsmore personal.”

The friendships with her Williston peers were also un-forgettable. Julia has fond memories of competing with hersports teams over the years (she played field hockey andlacrosse, and managed basketball). The 2009-10 girls’ var-sity basketball team’s hard work got them to the playoffsand helped a teammate become only the fifth girls basket-ball player in the school’s history to score 1,000 points.

“Coaches Kevin Kudla and Meg Sullivan made our teaminto a family,” Julia recalls.

She also has great memories of her AP English class.“I loved it because of Ms. Levchuk’s enthusiasm and I reallyfeel like I developed my analytical and creative writing.”Class discussions were valuable because the students werecomfortable enough with each other to voice their differingopinions openly and have honest, educational discussions.“My junior and senior years were challenging, but I felt ac-complished once the college application process was over,and I feel extremely indebted to Williston for this,” Juliasays. “I did things I never thought I could do, played sportsI didn’t know I could play, wrote papers I never thought Icould write.”

One of her favorite memories of Williston will alwaysbe graduation day. “When we thanked all of the teachers,I was so happy to have that opportunity to formally closethe book in such a strong, loving way.”

Prepared by a strong education and nurtured by a solidcommunity, Julia says, “I was always able to be myself atWilliston, which gave me confidence to stay myself in col-lege. Williston taught me to go after what you’re passionateabout, and I became interested in so many things that Iknow will carry with me in life.” With all that the school hasgiven her, giving back “seems like second nature.”

As many alumni will agree, Julia found that “I not onlylearned in the classrooms, I learned how to work, play, andlive with people. Williston prepared me both academicallyand socially for college.”

A Strong Education and a Solid IdentityJ U L I A M I D L AND ’ 10

“Williston taught me to go after what you’re passion-ate about, and I became interested in so many thingsthat I know will carry with me in life.”

• 71% of Williston Northamptonteachers hold advanceddegrees

• Williston’s teachers havebeen at the school for an aver-age of 13 years. 22 teachershave been at the school for15 years or more.

• In addition to teaching, allfaculty members also coachan athletic team or an extra-curricular activity, supervisestudents in the dorms, or actas academic advisors

• During the Legacy & Visioncampaign, in which facultysupport was a key focus, $5.8million was raised for facultyand program support

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For Tim Hirsch ’95, the experience of an education atThe Williston Northampton School has positively impactedmany areas of his life: the supportive community helpedhim through a time of personal tragedy and the strong aca-demic program has led to success in his still-evolving ca-reer. Tim entered Williston as a seventh grader in search ofoutstanding academics and a strong athletic program. Hegraduated six years later with a solid intellectual foundationand friendships that will stay strong for decades.

While any Williston student can experience the caringcommunity life of the school, for Tim that community sup-port was particularly important during his senior year whenhis mother passed away after battling breast cancer. Willistonwas “a great place to be” at such a difficult time, Tim recalls.“My friends and teachers really got me through.” Havingmissed an important soccer game to attend his mother’s fu-neral, Tim was touched to find that his teammates had savedthe game ball, signed it, and dropped it off at his house.

“The friends I made were some of the best parts ofWilliston,” Tim says. His fellow alumni are still some ofhis best friends, and come from locales as far-flung asHarlem and Bermuda, as well as nearby Easthampton.Even now he keeps in regular touch with these friends,and they get together often on holidays.

In addition to the relationships with friends, teachers,and coaches, Williston’s academics gave Tim a strong foun-dation for future achievement. “There are things from ninthgrade English that I still use today, such as the elements ofa persuasive essay,” he says. After Williston, he graduatedfrom the University of Pennsylvania, where he majored inpsychology. While college was a challenging time of transi-tion in some ways, he enjoyed the academics and felt wellprepared because of his time at Williston.

At Penn, a class called Legal Aspects of Health Carefed his growing interest in law, so after working as a parale-gal Tim entered law school at Boston College. After gradu-ating, he was successful as a young lawyer, earningjudicial clerkships with the Massachusetts Appeals Court,with a federal judge in New Hampshire, and working at both

large and small private firms. But he gradually developedthe feeling that he wanted something different out of hiscareer.

“The idea of being a teacher was always in the back ofmy head,” Tim says, in large part because he enjoyed being astudent and has such admiration for his Williston teachers.In law school, some of his favorite classes were about the his-tory of law and government, so Tim decided to pursue a mas-ter’s degree in order to teach history. He is looking forward to“affecting my students as my teachers did at Williston.”

Now enrolled at the University of Massachusetts inLowell, Tim is involved in a service learning project withthe children of Cambodian immigrants and refugees. Heteaches them the often violent and tragic history of Cambo-dia under the Khmer Rouge, which many of the children’sparents experienced but don’t want to talk about. “It givesme practice teaching,” Tim says, “and it’s important for kidsto help them learn about their identity.” Based on this expe-rience, Tim says, “I definitely made the right career choice.”

Ultimately, Tim would like to teach and also coach, pur-suing the same type of multi-faceted career for which he soadmires his Williston teachers. Hiring motivated and inspir-ing teachers is also one of the main reasons that Tim advo-cates for supporting Williston through the Annual Fund. Healso cites the need for continued scholarship offerings.

“Financial aid helps promote diversity—all kinds ofdiversity—at the school,” Tim states. “This improves thecampus as a whole.” Studying history has taught him the im-portance of various perspectives, and he feels strongly thathaving different views in a classroom enriches everyone.

From great sports memories to solid friendships to theever-useful English essay, even a history teacher may agreethat many of the lessons learned and opportunities created atWilliston are timeless.

• 471 Williston Northamptonalumni currently work in alllevels of education includingat least one independentschool headmaster, and manyassociate professors

• 7 alumni currently workat their alma mater

Passing On the Lessons of Good TeachingT IM H I R S CH ’ 9 5

“The idea of being a teacher was always in the back ofmy head,” says Tim. He is looking forward to “affectingmy students as my teachers did at Williston.”

7Tim Hirsch ’95 teaches first-generation Cambodian-American students about the history of Cambodia under the Khmer Rouge

8 As senior director of affiliate relations for Rebuilding Together, Amber develops resources and expands the impact of more than 200 affiliates nationwide

Amber Hamilton ’94 came to Easthampton from NewJersey as a self-described “know-it-all” with a strong inde-pendent streak. Inspired by a neighbor who had attendedThe Williston Northampton School, Amber decided to spendher high school years here because, she says, “it felt like ahigh school without the typical hierarchy of the cool kids ontop and everyone else on the bottom.” Freed from the worryof what “clique” she had to be a part of, Amber flourishedin Williston’s welcoming and supportive community. “I wasa dance ensemble person, a basketball person, a culturalalliance person, all without having to ‘choose’ a clique,”she says. “That is a pretty cool high school experience.”

Amber was also able to take advantage of Williston’soutstanding academics. “Williston gave me a great educa-tional preparation for college and made me feel confidentthat I could compete with the best students from around thecountry. I was extremely fortunate to receive a full academicscholarship to college, and I don’t know if that would havehappened without the rigorous academics at Williston,” shesays. After graduating fromWilliston, Amber went on toHoward University and Georgetown University.

Amber also recognizes that her academic success atWilliston and afterwards would not have happened at all ifnot for the generous financial aid she received. And that

would not have been possible if not for the generosity ofalumni and friends of the school whose donations help toensure that outstanding students like Amber can afford aWilliston education. “Without the gifts of alumni, I wouldn’thave been there. Period,” she says emphatically. “I willnever forget the impact of that investment in my future, andI can still see how that scholarship money changed the tra-jectory of my life.”

Today Amber works as the senior director of affiliaterelations for Rebuilding Together, a national housing non-profit with over 200 affiliates across the country that helpslow-income homeowners with critical repairs to their homes(learn more about their work at www.rebuildingtogether.org).She supports Williston’s Annual Fund out of appreciationfor what the school did for her and because she knows thather support will make it possible for Williston to continuepositively impacting the lives of high school students.“I ‘pay it forward’ by contributing what dollars I can,”she says, “and by speaking about my positive experience atWilliston when I can.” Does she have any regrets about hertime at Williston? “Only that I was not personally involvedin any pranks.”

Changing the TrajectoryAMBER HAM I LTON ’ 9 4

“Without the gifts of alumni,I wouldn’t have been [at Williston].Period.”

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• In recent years, WillistonNorthampton has awardedmore than $5 million infinancial aid annually

• The newest scholarship fundis The Brian and Janet WrightScholarship Fund created in2010

• Upper School grants average$31,800 for boarders and$17,700 for day students

• Middle School grantsaverage $16,200

• • •

In 2009-10, students partici-pated in community serviceprojects that benefited morethan 15 local and internationalnonprofit organizations

B E C C A MACDONA LD ’ 11

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Becca Macdonald ’11 dreamed of the achievements possibleat The Williston Northampton School before she even knewof the school. “I was in third grade when 9/11 happened,”she says. A family friend was an Arabic translator in Bostonand Becca found out that Arabic translators were in shortsupply. She had read extensively about the Middle East andalready had an interest in international relations,so she set her sights on becoming a translator herself andworking for the United States government.

“Languages have always been my passion and mystrength,” Becca says, and her parents encouraged thesepursuits. From a young age, she has attended summerimmersion programs at Concordia Language Villages.In preparing for high school, Becca searched for a schoolwhere she could customize her education in pursuit of hergoal of a diplomatic career. She found that many schoolscould not accommodate her interests, but Williston could.

With everything Williston has to offer, Becca sayssimply, “It has been an awesome experience.” She choseWilliston so she could pursue not only languages but allher passions. While other schools she applied to seemed toview her only as “the soccer player” or “the violinist,” at14 years old she wasn’t ready to be pigeonholed. “That’swhat I thought was really special about Williston,” shesays. “I didn’t have to choose. I could continue with allmy interests and be well rounded.” Even while focusingon languages, Becca plays violin, is a dormitory proctor,and is a coxswain on the crew team.

In her senior year, Becca studied Arabic through theFive College Mentored Language Program, one of the manyopportunities available through the Williston+ program.As she was due to complete AP Spanish during her junioryear, she planned ahead with her advisor to fit Arabic (aswell as French II Honors) into her schedule. Having takenintroductory Arabic over the summer, she was able to enterIntermediate Arabic in the Five College program, which mettwice a week at Hampshire College.

Cross-registration at the Five Colleges—Amherst,Hampshire, Mount Holyoke, Smith, and the University ofMassachusetts—is available to Williston seniors in goodacademic standing through the Williston+ program. KimEvelti, curriculum development specialist for Five Collegeresources, learned of the Mentored Language Program fromDr. Neal Abraham, the executive director of Five Colleges,Inc., who delivered Williston’s Commencement address lastyear. She then put Becca in touch with the program’s direc-tor and, in Becca’s words, “did all the coordinating.”

For students with or without such a clear vision of theirfutures, Williston provides countless opportunities for aca-demic, artistic, athletic, and social adventures. “It’s amazinghow doors can just open up for you,” Becca declares.“There’s so much going on at Williston and so many peopleyou can make amazing connections with, so many opportu-nities that are just waiting for you.”

Academically, she says, “There hasn’t been a class thatI’ve not liked.” If she struggled in classes that were not inher areas of interest, her teachers were always available andwere generous in providing extra help so that she could suc-ceed. Even during her junior year, often thought to be themost challenging, Becca valued her classes and assignmentsbecause she was taking classes that she “really loved.”

Becca has also found Williston to be a very friendlyplace. Out of the six schools she revisited, Williston was“by far the friendliest campus.” Now, many of her closestfriends are international students, and they have expandedher knowledge of the world in a way that fits perfectly withher interests. When she goes home to Topsfield, Massachu-setts, during school breaks, she realizes that she has hadmany experiences that her friends there have not. “I thinkI have been very lucky to be at Williston,” Becca declares.

Pursuing All Her Passions

•Williston Northamptonstudents have recently takencourses at the Five Collegesincluding:- Intermediate Arabic throughthe Mentored LanguageProgram at UMass

- Introduction to Philosophyat Hampshire College

- Organic Chemistry at SmithCollege

• 100% of our students wereinvolved in a Williston+program in 2009-10

• Every academic departmentincorporated resources of theFive Colleges into their teach-ing in 2009-10

• 64 members of the Class of2010 participated in a mockinterview with an admissionofficer from one of the FiveColleges

“It has been an awesome experience.”

11Becca MacDonald ’11 works with a Fulbright scholar through the Five College Mentored Language Program

12 Alan Dayton ’43

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If you ask W. Alan Dayton ’43why he has been so generous in hissupport of Williston over the years,you’ll get a pretty succinct answer.“If you graduated fromWilliston andyou benefitted from your time there,why wouldn’t you wish to help so thatothers would have the same benefitsyou did? It’s so simple!”

Alan came to Williston in 1939after his parents became dissatisfiedwith the education he was receivingfrom the public schools on Long Is-land, where he lived. During his firstyear, he roomed in Ford Hall and ad-mits that at times he was “a rather badboy.” That behavior accounts for thefact that in his second year, he foundhimself living in North Hall acrossfrom Lincoln Granniss, the dormmaster. While it may have been uncom-fortable at times to be under the watch-ful gaze of the dorm master, thosearrangements were preferable to thealternative: being dismissed fromschool. In fact, Alan was dismissedafter his first year and had to write a letter to HeadmasterGalbraith to request reinstatement. The letter worked andAlan made it to graduation without any further incidents.

Interestingly, after being reinstated, Alan discoveredthat his letter may not have been the sole reason that Head-master Galbraith decided to let him back into the school. He

learned that Frank Bell—teacher, FordHall dorm master, and varsity football,basketball, and baseball coach—had ar-gued for his reinstatement, proof thatWilliston was a nurturing environmentwhere the teachers supported the students,a fact that remains true today. “I thought itwas wonderful that he would go out of hisway to stick up for me,” Alan says.

After this somewhat rocky beginning,Alan graduated fromWilliston and wenton to Cornell. “I wasn’t the most activestudent academically,” he says. “But theteachers gave me the support I needed tosucceed.” After Cornell, he went into themilitary for a few years and then beganworking at Alcoa. Currently living inFlorida, he owns a number of hotels in theOrlando area. He has never forgotten theimpact that Williston has had on his life.“I’ve always been grateful to Williston forputting up with me,” he says. “The schoolprepared me for life.” In addition to sup-porting the school through regular gifts tothe Annual Fund, he served the school asa member of the Board of Trustees from

1984 to 1994. That was also the time he became one of thecharter members of Williston’s Elm Tree Society, theschool’s planned giving program. In fact, he wrote the origi-nal letter the school sent out to alumni inviting them to join.Apparently he hasn’t lost his ability to write persuasiveletters, a skill he first used successfully at Williston.

• There are a total of 191members of the Elm TreeSociety

• The decades of the ’50s and’60s tie for most Elm Tree Soci-ety members at 45 each

• The single class with thehighest Elm Tree Societymembership is 1961, witheight members

A Simple PropositionA L AN DAY TON ’ 4 3

“Al has made a hit in Ford Hall,North Hall, and Northampton.

When he has left,something irreplaceablewill have been takenfrom Mr. Granniss’s list

of worries.”

–1943 Williston Academy Log

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Since 1996, Joyce Onafowokan has watched andcheered as first one, then two, and now all three of herchildren have attended The Williston Northampton School.She could not be happier with the education they received.In addition to a stellar education, each of the family mem-bers also found a sense of belonging and, as Joyce describesit, “The strength to say: This is who I am. I have been wellequipped, and I have a right to be herebecause I have what it takes.”

Joyce first considered the school forher son Tosin ’02 when he graduated fromSmith College Campus School and a goodfriend of his planned to attend Williston. The Onafowokansvisited several other independent schools, but when they ar-rived at Williston, Joyce knew immediately that the campuscommunity just felt right. She wanted a great education forher children in a place where they would be accepted andnot merely seen as filling a quota. “My maternal instinctsaid: This is it,” she recalls. “It was very welcoming, likewe were going to be part of a family.”

After Tosin enrolled in the Middle School, Joycebecame involved in the parent community, and her daughterTolu ’05 enrolled at Williston as well. Timi ’11, theyoungest of the three, remembers that he “basically grew upon campus.” Over the years, Joyce sensed a growing bondnot just between her children and their friends but betweenherself and other parents. “We couldn’t wait to attend a PAmeeting on a Saturday morning,” she says. “We were goingto hang out with friends.”

After attending Williston, Tosin graduated fromAmherst College and Tolu graduated from Columbia Uni-versity. Joyce believes that Williston has “made them whothey are today.” Beyond education, the school gave themstrength, confidence, and enduring friendships. “If theywere to write their autobiographies, Williston would havechapters,” she declares.

Now in his senior year, Timi is class president. He alsoplayed varsity football for the first time this year whilemaintaining a full course load and applying to top colleges.

Joyce is sure that Williston has brought out the best of herson’s potential. “The leadership role he has taken—I didn’tknow it was in him. I look at him every day and it just wowsme,” she says.

Joyce and her family have always believed that educa-tion is fundamental. “You give children education, and therest is history. They can stand on their own.” Respect for

others is also a core value. She is happy tosee “the respect that Williston instills inthese kids. You respect faculty, groundspeople, kitchen staff, everyone. That is acore aspect of our culture,” and one that

she has been glad to find at the school.In 2003, Joyce was asked to be president of the Parents’

Association and to join the Board of Trustees. She wasthrilled to become a leader in the community she had grownto love. “I wasn’t the richest or the most educated, and I wasa minority. It was a great honor,” she says. “Being acceptedas part of the family has made an indelible mark on me andhas endeared me to this school more than anything.”

When asked why financial support for Williston isimportant, Joyce describes her own learning process. Untilshe joined the Board of Trustees, she thought that tuitionand fees were sufficient to pay for a Williston education.But while on the board, she saw more of what goes into run-ning an independent school and realized “other folks wereinterested in the percentage of parents and faculty memberswho give.”

Previously, Joyce had felt that if she didn’t have acertain amount of money, she couldn’t give. “But littledrops of water make a mighty ocean,” she says. “That’swhat should drive us: not the amount, but the fact that yousay, ‘This is mine. I want to sustain it.’When you love yourschool, you give.”

While Joyce would describe the Williston experienceas priceless, she says, “If I ever come into millions, the firstschool that would come to mind would be Williston. Theschool has given much more to my children and my familythan I could ever give back.”

Loves Her School and Wants to Sustain It

• Current day students comefrom 36 Pioneer Valley towns

• 65 Massachusetts towns andcities are represented byboarding students

• 91 international studentscome from 24 countries

• • •

• 259 parents visited campus in2009-10 for Family Weekendsin the fall or spring

• 67% of parents made a con-tribution to the Parents’ Fundin 2009-10

• • •

• 2,430 alumni, or 24%, livewithin a 50-mile radius ofcampus

• In 2009-10, the school hosted24 alumni events around thecountry and in Asia

JOYC E ONA FOWOKAN P ’ 0 2 , ’ 0 5 , ’ 11 , PA R EN T S ’ AS SOC I AT I O N P R E S I D E N T 2 0 0 3 – 0 5

“I look at him every day andit just wows me.”

15Tolu, Timi, and Tosin with Abidou and Joyce Onafowokan; at right: Timi with teammates; Tolu was a class representative in 2005; Tosin before his senior prom

16 James (left) and his son Neal Maxymillian brought their expertise and equipment to restore Williston Pond

For the Maxymillians, James ’56 and Neal ’83, Willistonproved to be the right school at the right time for learning importantlessons about themselves and their world.

James Maxymillian readily admits that he wasn’t the greateststudent before he came to Williston as a postgraduate student in1954. “I graduated at the bottom of my high school class,” hesays. “My friends and I weren’t interested in academics, and Isimply didn’t have the maturity to study.” But his academic careerwouldn’t end after a lackluster high school career. Family friendswho had sent their son to Williston told James’ parents about whata great place it was, and soon James found himself enrolled inwhat was then a 2-year program. “When I got through [with theprogram], school was a breeze.” The school he means is Yale,where he went after Williston. Then he continued on to MIT.

Neal Maxymillian, unlike his father, grew up going to privateschools. When it came time for high school, he enrolled at Deer-field. “I went to Deerfield because a recruiter came to my dayschool. I didn’t spend a lot of time thinking about it.” When hegot there, he realized it wasn’t the right school for him. “I didn’tenjoy myself there,” he says. He talked to his father about howDeerfield “didn’t feel right,” and his father suggested he look atWilliston. Neal came to Williston as a junior, and he says, “I feltcomfortable early on,” thanks in part to a “nurturing” dorm par-ent, Angus Barnett, and an atmosphere that was “less snobby.”And the schoolwork? “The academic environment was less ‘paperchase’ and more nurturing,” Neal says, who went to Tufts andthen Dartmouth after Williston. “One of the greatest things I gotwas developing an early sense of independence, confidence, andcompetence in life. When I got to college, I was amazed at howmany other students struggled with fitting in,” he says.

Both father and son appreciate howWilliston has impactedtheir lives and the responsibility that goes along with it. Neal says,“It’s important to support schools that promote excellence. Willistonis a special place with an exceptional campus. I am in awe of thefaculty [there]; they really stand out. It’s important that future stu-dents have as good or better an experience as we did.” His father

echoes this sentiment, saying, “it’s important that people rememberthat Williston is an independent school and what Williston gives tostudents is because others have given before. Don’t take it lightly—make it better.”

One big way that James and Neal have madeWilliston better isby helping to fund the project to dredgeWilliston Pond. WillistonNorthampton archivist, Rick Teller ’70, explained in the Spring2010 Bulletin that the pond is one of a series of artificial ponds thatwere created to provide power for Samuel Williston’s mills. It hasalso served as a living laboratory for biology and ecology classes,home ice for many hockey games, and the center of many legendsabout what objects might be hidden beneath the water.

Over the years, silt had built up in the pond to the point whereit was close to being declared a wetland by the state of Massachu-setts, a status that would restrict Williston’s ability to manage thisprized campus resource. For various reasons, dredging the pondnever rose to the top of the school’s capital projects list, butchanged thanks to the efforts of former Board of Trustees PresidentChuck Tauck ’72, who recognized the prominent place the pondhas as a centerpiece for a beautiful campus [see page 18]. Thanks toChuck’s financial support and the engineering expertise of J. H.Maxymillian, Inc./Maxymillian Technologies, the school saw thedredging project completed in spring 2010. It wasn’t long after thebackhoes and dump trucks left, the project officially done, that peo-ple began to comment on how great the pond looked. Pretty mucheveryone agreed: a campus jewel had been restored.

For the Maxymillians, Williston was a place where they learneda lot about themselves and the impact a great educational experiencecan have on a person. In talking about Williston specifically andindependent school’s in general, Neal says they are the “last avail-able option for people who want to excel and have a breadth ofopportunities in a nurturing environment.” The Maxymillians founda way to improve that environment through a somewhat unique andimpactful gift, and in doing so showed that recognizing the impactthat we can make is an important lesson to learn as well.

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“It’s important thatpeople remember thatWilliston is an inde-pendent school andwhat Williston givesto students is becauseothers have givenbefore. Don’t take itlightly—make it better.”–James Maxymillian ’56

Recognizing the Important ThingsJAME S ’ 5 6 A ND N E A L ’ 8 3 MA X YM I L L I A N

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Eyesores don’t happen overnight. Instead, somethingwe see every day—and often take for granted because we dosee it so often—can transform gradually from a thing ofbeauty into an eyesore before we notice what’s happened.And then the problem becomes what to do about it.

Almost immediately after becoming a member ofWilliston’s Board of Trustees in 1997, Chuck Tauck ’72began hearing about the need to dredge the campus pond.Years of silt buildup had transformed the picture-perfectpond into something that in some areas more closely re-sembled a swamp. The longer the school waited to addressthe issue, the more real the prospect of the state declaringthe pond a wetland became; and if that happened, theschool would be restricted in how it managed the area.The problem was, the project was expensive and perhapsnot seen as vital enough to rise to the top of the school’scapital projects list.

After working on the board for years and hearingoften about the need to do something about the pond,Chuck finally realized that the best way he could helpWilliston with this dilemma was to offer his financialsupport. He then teamed up with James Maxymillian ’56,and his son Neal ’83 and enlisted their help and the helpof their company, J. H. Maxymillian, Inc./MaxymillianTechnologies. The pond dredging was completed inMarch 2010.

Chuck explains that until he became a board member,“I didn’t understand the financial challenges of a schoollike Williston. We tend to think that these schools can doanything and I realized that’s a false impression.” The factis, Williston relies on the philanthropy of its alumni andfriends to be able to continue to provide an exceptionalcollege preparatory education on a safe, beautiful, and well-tended campus. Often a person’s philanthropic intentionsmay not align exactly with the capital priorities of the

school. In cases like that, a skilled development office canwork with donors to make sure that their needs and theneeds of the school are met by the gift.

So why is the pond a big deal? Chuck knew the practi-cal reasons why dredging the pond was important, but therewas an emotional element to his gift as well. “The Willistonpond is truly significant to the aesthetics of the school. Thepond represents a central element of the campus and it sim-ply looked bad,” he says. “I remember crossing the bridgeto get to the fields from the old gym. The pond was part ofmy daily student experience, and it was so sad to see itsilted up and choked with algae the way it had after thirtyyears. I am really pleased that, after 13 years of talkingabout it, we finally returned the pond to its original beauty.”

Why the Pond?

• Capital spending in 2009-10totaled $1.2 million, of which$556,000 came from gifts

•Williston’s campus coversmore than 125 acres and iscomprised of more than 50buildings including dormitories,academic, administrative, andathletic facilities, and facultyresidences

• Williston’s Campus MasterPlan, adopted in 2006, listsprojects totaling more than$75 million

CHUC K TAUC K ’ 7 2

“I remember crossing the bridge to get to the fieldsfrom the old gym. The pond was part of my dailystudent experience, and it was so sad to see itsilted up and choked with algae the way it had

after thirty years.”

19In August 2010, a deeper Williston Pond was free of algae and restored to a healthy environment for pond life

20 Clockwise from top left: Reid, Rollie, and Cliff; Mackie and Reid’s daughters Marie-Dennett (8) and Virginia (5) during Reunion (Anna, age 2, will get her chance at Reunion 2011);Rollie, Mackie, and Reid; Rollie, Reid, and Cliff at Commencement ’91; Mackie in the 1990 Log; Reid and Mackie at their wedding in 2001

21

Four members of the Sterrett family have attendedWilliston Academy or The Williston Northampton School.Harold “Rollie” Sterrett ’61 began his tour of prep schoolsat Williston, and his family was “so impressed with theschool that we did not look further.” His brother Clifford ’66soon realized that “attending Williston would provide mewith the opportunity to live on my own and to create friend-ships from around the world.”

Almost 30 year later, Marie “Mackie” Gardner ’90 vis-ited The Williston Northampton School and was drawn inby “the beauty of the campus and the warmth of the commu-nity.” At Williston, Mackie met her future husband, ReidSterrett ’91. Reid, who grew up hearing great things aboutWilliston, visited several schools but chose Williston for“the ‘X’ factor. The teachers, the campus, and the studentswere very welcoming,” he says.

Both Rollie and Cliff attended Williston in pursuit of achallenging education and outstanding athletic opportuni-ties. Rollie, a strong swimmer, joined the varsity team andcompeted nationally. Cliff played football with Rick FrancisH’00 (the team was undefeated in Cliff’s sophomore year)and varsity lacrosse (that team was undefeated in his junioryear). Cliff declares that “my years at Williston were moreimportant to me than my four years in college.”

Reid remembers many of his teachers and coaches in-cluding Alan Shaler, Robert Couch ’50, and Rick Francis,saying that “having my relatives’ teachers as mentors wasreally important.” His relationships with Doug Niedzweckiand soccer coach Ray Brown ’55 were “just priceless,”while varsity basketball coach Harris Thompson createdsuch a close-knit team that some of Reid’s teammates arestill his closest and most enduring friends.

Rollie speaks for all the Sterretts when he says thatWilliston provided him with an “invaluable foundation” forcollege and life. After graduating from Colgate University,Rollie served in the Air Force in Vietnam and at the Strate-gic Air Command Headquarters in Omaha, leaving serviceas Captain. Cliff attended Drew University and then workedfor the campaign, and later the office of, Connecticut Gover-

nor Tom Meskill. Since 1978, the brothers have workedtogether as financial representatives affiliated with North-western Mutual Life Insurance Company in a district agencynow known as Clifford L. Sterrett & Associates.

Mackie says that while at Williston she learned “respectfor community and the skills to live with confidence and in-dependence.” She attended Lake Forest College, worked infashion and design for companies such as J. Crew and RalphLauren, and opened an interior design firm in New England.Since her and Reid’s recent move to Las Vegas, she is focus-ing on raising their three daughters. Reid, who has main-tained a career in sports marketing with organizationsincluding Burton Snowboards and Ultimate Fighting Cham-pionship, uses lessons learned at Williston every day. As adormitory proctor, he learned how to work well with manytypes of people, and his solid academic foundation helps hismarketing efforts and business writing.

Reid notes that while there are many worthy causesthat deserve support, he and Mackie give to Willistonbecause “for the right student, it can give them a foundationfor a very rewarding life.” Mackie agrees, saying that“Williston was my family, and just like supporting yourreal family when roads are rough or smooth, it is importantto give back.”

Reid points in particular to the need for continued sup-port of financial aid, since one of his best friends would nothave been able to attend Williston otherwise, and “my lifewould not be as full.” Rollie advocates support for Willistonbecause he feels “deep pride in the quality of the school”from his time as a student, and also because of “the tremen-dous progress Williston has made over the years both aca-demically and athletically.”

All sorts of students come to Williston with all sorts ofpotential, and the education, support, and encouragementthey receive impacts everything from their friendships andspouses to their careers and activities. Although they’vetaken their individual paths in life, all of the Sterretts agreewith Cliff’s statement: “My decision to attend Williston wasone of the better decisions I’ve ever made.”

For This Family, The Williston Northampton School is FamilyT H E S T E R R ET T FAM I LY

“Williston was my family,and just like supportingyour real family when roadsare rough or smooth, it isimportant to give back.”–Mackie Sterrett ’90

• • •

• Nearly 20% of currentstudents are related to alumni

• 35% of alumni are related toanother Williston Northamptonalum

• 110 alumni have madethe Williston Northamptonconnection a lifelong commit-ment by marrying another alum

• • •

• Williston’s veteran teachersmaintain the culture of theschool, providing generationsof students with a strong senseof welcome and support

• 18 current faculty membershave been at the school for 20years or more, 6 for at least 30,and 1 for more than 40 years

22

Christa Talbot ’98 arrived at The Williston Northamp-ton School as a boarding student all the way from Californiawith the intention to play hockey. While she found “a greatschool where I could play hockey at a high level” and suc-cess on the cross country course, she also found much more.The community of supportive adults “challenged andpushed me, but cared for me,” she recalls. And the friend-ships she made with team- and dorm-mates are the sourceof some of her warmest memories.

Arriving early to campus for cross country preseason,Christa was grateful to have a group of peers to connectwith. One of her teammates had come fromAlaska, and theyquickly bonded through their shared experience of travelingthousands of miles to embark on a new adventure.

When her roommate—an international student fromGermany—arrived, Christa realized that “the school hadput a lot of thought into pairing us,” as she had previouslystudied German and thus could help ease her roommate’stransition. Having an international student for a roommatealso put her own experience as a boarding student into per-spective. “I didn’t feel like I could be homesick becauseshe was coming from a different culture and language,”she remembers. Christa used these experiences to supporther fellow students as a proctor in her senior year.

Some of Christa’s best memories are of the close con-nections she made with teammates before, during, and aftera game or meet. In her senior year, the girls’ varsity crosscountry team came in second in the New England champi-onships, losing first place by only one point.

Christa stayed in touch with her teachers and coaches atWilliston while she attended Providence College, where shewas assistant captain of the hockey team that won the EasternCollegeAthletic Conference championship in 2002. Even then,she had in the back of her mind the idea that she would like towork and coach atWilliston. “Williston gave me so much,” shesays. “I wanted to give back to the school and work with young

people with the same drive and determination.”After coaching hockey for a year at Hamilton College,

Christa returned to Williston as an admission officer andhead coach of the girls’ ice hockey and boys’ cross countryteams. As the boys’ cross country coach, she spends a lot oftime with the girls’ cross country coach, Academic DeanGregory Tuleja, who has been at Williston since 1983 andwas Christa’s coach.

While she enjoyed working as an admission officer be-cause she could share with applicants her own experience atthe school, Christa decided she would rather work with stu-dents on a more in-depth basis. Now, as assistant dean ofstudents since 2008, her position is incredibly multi-faceted.She has opportunities to connect with students in the dormsand around campus as part of their daily routines. “If some-one is having a bad day, or a struggle, it’s rewarding to helpthem be better and do better,” she says. “That’s what I gotduring my experience here.”

As hockey coach, Christa has led the team throughmany successful seasons, including 2009-10 when theWildcats achieved a ten-game winning streak, a record of18-5-5, and a berth in the NEPSAC Division One Tourna-ment. As cross country coach, she says that 2010 was “afun season with lots of hard work,” and she looks forwardto all her top runners returning next year.

As for supporting Williston through the Annual Fund,Christa emphasizes the message of participation. “I believein the mission of the school and I see its good results,” shesays, adding that now is a “really exciting time to be here atthe school. We’re moving in a good direction and we havewonderful leadership.”

Ultimately, though, the Williston experience comesdown to everyday experiences, of which Christa has hadcountless memorable ones. “The teenage years are veryformative. I feel I’m able to make a difference here.”No doubt her students and players agree.

From Student and Athlete to Faculty and CoachCHR I S TA TA L BOT ’ 9 8

“I wanted to give back tothe school and work withyoung people with the samedrive and determination.”

• • •

• Williston Northampton fields65 teams in 32 sports

• 210 varsity candidates,including 70 new students,attended fall preseason thisyear

• 29 Blanket Award recipientsin the Class of 2010 (just under25% of the class) competed ona team each season duringtheir Williston career

• 84 graduates are currentlycompeting in intercollegiateathletics—17% of college-agegraduates

23Christa Talbot ’98

24 At registration and orientation, and in their daily lives at Williston, students take steps toward independence

25

Well before the pomp and circumstance of Commence-ment, the families of Williston students notice the positivechanges that so often result from a Williston education.Jeffrey Leder from Boca Raton, Florida, won’t receive hisdiploma until 2012. However, his father has already seenhow he has changed over the course of his time in East-hampton. “He is the middle of three children,” his father,Marc, explains. “His two siblings are bothgirls and there was always a lot of typicalsibling bickering. But now when hecomes back home, it’s no longer WorldWar III in our house, but a fun, happy en-vironment.” And what accounts for thedifference? “He’s more mature,” his fa-ther says. “It’s great to see.”

Marc chooses to support Willistonbecause he appreciates the changes he’sseen in his son and also because he be-lieves that “education is absolutely one of the pillars of thefuture.” He goes on to say, “I want to make sure the schoolhas the funds needed to provide the education it has andcontinue to grow and remain relevant to the world at large.I can’t think of anything that is more important than invest-ing in children’s education, to prepare them for a more com-petitive global world.”

As a leading independent school, Williston has longfostered intellectual growth in students who enroll here.At the same time, the supportive, inclusive, and welcomingcommunity that exists on campus fosters growth that goeswell beyond the classroom to athletics, clubs and activities,and community service. And the positive feelings the stu-dents have about going to school here are noticed by others.

Time and time again, visitors to campus letus know about how helpful, friendly, andhappy our students are (as if we didn’tknow!). Marc Leder echoes this sentimentwhen he describes how his son ended up atWilliston. “Jeffrey went to Eaglebrook andwe had a neighbor whose son went to Willis-ton. He and his family raved about it. Whenwe went to visit Jeffrey, we’d invite their sonout to dinner with us and we got a lot of pos-itive feedback [about Williston]. We looked

at a variety of schools, but Williston was our top choice.”Was it the right choice for the Leders? “When I brought

Jeffrey up this year, he ran into a whole bunch of his friendsas soon as we got on campus. They all exchanged highfives, hugs, and smiles. Just watching how he interactedwith his friends and their joy at seeing each other was sogenuine. I know we made the right choice.”

A Time for Growth and MaturityMARC L ED E R P ’ 12

“I can’t think of anything that is more importantthan investing in children’s education, to prepare themfor a more competitive global world.”

• 94% of students who visitedcampus in 2009-10 applied tothe school

• 2,337 students inquired aboutthe school in 2009-10, 132 ofwhom are currently attending

• To refer a friend to Williston,contact the Admission Officeat (413) 529-3241 oradmission@williston.com

26

Just coming to The Williston Northampton School wassomewhat of a leap of faith for Holly Stuart Richardson ’80.Since her entire family had attended a prestigious school forgirls in Washington, DC (or its male counterpart), choosingto go somewhere else after junior high school took somebravery. A family connection—her aunt and uncle lived inWhately at the time—led her to visit Williston, and afterspending the summer with her relatives and meeting someWilliston day students, she enrolled as a sophomore and was“thrilled immediately” with her decision.

Looking back, Holly says, “Williston had a huge impacton me. Not just my friends and teachers, but the entire com-munity on and off campus. I was no longer a daughter, aniece, or a granddaughter, I was Holly.” This new-foundindependence enabled her to learn personal responsibilityand she “grew tremendously” in three years. “I made somemistakes but I landed on my feet,” she declares.

Some lessons have to be learned the hard way, ofcourse, but those are the ones that really stick. As a conse-quence for returning to her dorm after curfew, Holly spent aSaturday afternoon scraping chewing gum off the bottom ofdesks. “As gross as the task was, it had a huge impact!” shenotes. “I stopped chewing gum immediately and started totruly stand on my own two feet. It felt great!”

Since graduating Holly has worked largely with thetravel industry in various capacities. She also makes it apoint to support worthy causes not just financially butalso as a volunteer, a practice she began by working atPlanned Parenthood while attending Stephens College.In Washington, DC, she served on the Board of Associatesfor The National Rehabilitation Hospital. She later volun-teered as a tutor in migrant camps in Florida and did some“very rewarding” work with girls who were aging out ofthe foster care system.

Now that Holly lives outside Denver, Colorado, withher husband Allen and their two sons, her main occupa-tions include room mom, reading tutor, Cub Scout denleader, and sidelines cheerleader. She also does her best toteach her children about generosity toward those less fortu-nate. Through Boy Scouts, they collect food for a localfood bank and then help stock the food bank’s shelves.

Last November, Holly’s generosity and adventurous-ness were combined in a hiking trip to the Everestregion of Nepal through the nonprofit travel organizationTrekking for Kids. As someone who loves the mountainsand the outdoors (she was “a big horseback rider” whileat Williston), she prepared for her trip by hiring a personaltrainer and hiking “all over Mount Evans, Mount Bierstadt,and Bergen Peak.” She also raised over $1,000 for theOrphan Children Rescue Center, which is nearby to thetrekking route. A portion of the money came from a familygarage sale; both her sons were “very aware of my trip andsharing their mom with children that don’t have momsor dads.”

While giving both time and financial support tovarious worthy causes, Holly still makes The WillistonNorthampton School a priority through her membership inthe Elm Tree Associates. “I have given each year sincegraduating and will continue to do so after I’m gone,” shedeclares. “Today, I look at the many obstacles that studentsmust hurdle, and I truly hope that they can find their wayto a school like Williston.”

• 103 donors have made a giftevery year for 25 years ormore, and 417 have done soevery year for at least 10 years

• 93 of Holly’s 145 classmatesare donors (64%); five havemade a gift to the school eachyear for at least ten years andone has given every year for29 years

• 107 of the 170 members ofthe Class of 2005 have made adonation (63%); one has givenevery year since graduation

• • •

• International humanitarianGreg Mortenson, author ofThree Cups of Tea, visitedcampus this fall to discusshis work building schools inAfghanistan and Pakistan andthe need to promote peacethrough education around theworld. Afterward, studentsparticipated in communityservice projects.

• 119 current students, faculty,and staff made a differencein the lives of more than 200people by donating a record97 pints at the annual RedCross Blood Drive on campusthis fall

Standing on Her Own Two FeetHO L LY R I C H A RD SON ’ 8 0

“Williston had a huge impact on me. Not just myfriends and teachers, but the entire community onand off campus.”

27Holly Richardson took a hiking trip to Nepal through the nonprofit travel organization Trekking for Kids

28 Reece Liang ’10, Swarthmore College ’14

Half way through his first year at Swarthmore College,Reece Liang ’10 is finding that he was well prepared by hisclassroom experience at Williston. “Swarthmore has a repu-tation for being grueling,” he says, “but I do feel betterprepared than many of my classmates.” Reece took eightAP classes while at Williston, an opportunity unavailable tosome of his college classmates. Although only some of themwere given credit by Swarthmore, all his AP classes helpedhim prepare for success in college. “Professors don’t moni-tor your day-to-day work,” he notes. The AP classes taughthim to practice independence and foresight with his studies.

Reece describes his first semester at Swarthmore as“very busy.” While planning to major in economics andminor in statistics, he is allowing himself time to explorevarious fields of study. He has joined the swim team and hassigned up to help people prepare their taxes through VITA,the IRS Volunteer Income Tax Assistance Program. Havingentered Williston in seventh grade as a student who haddifficulty focusing at his previous school, Reece quicklylearned to make the most of his time at Williston, graduatingas a National Merit commended scholar, most valuableswimmer, and president of the senior class.

While Williston’s rigorous academics have proveninvaluable to him, Reece says the personal connections arewhat make a Williston education truly meaningful. Forexample, his class revived the tradition of senior week, inwhich seniors dress according to a different theme everyday. “It was a physical manifestation of our class unity,”he says. “I realized then how close we really were.”

Reece got involved with student government in hissophomore year as an opportunity to challenge himself andgive back to the school. As class president, he found that nomatter how hard he worked, there was always more thatcould be done: more money to be raised and more ideas tobe discussed. “Student government taught me to accept thatpeople have differing opinions and not everybody will ap-

preciate what you do, but that shouldn’t discourage youfrom moving on and taking criticism,” he remembers. “Butthe best part was during prom when it seemed everybodywas having a great time. There’s nothing like knowing yourwork had a positive impact on somebody else’s day.”

Supportive relationships with his teachers had manypositive impacts on Reece’s days at Williston. Whetherdiscussing relationships with “Coach K.” (his swimmingcoach) or eating crepes for the first time in French classwith Ms. Michalski, teachers always gave generously oftheir time. Reece recalls Williston as “a great place wherethe teachers form incredible relationships with students.”

And those relationships carry through. In the age whenfriendships can be measured electronically, Reece has beenpleased to exchange personal messages from teachers viaFacebook (now that he is an alumnus, of course). He seesvalue in Williston not only as a school but a network inwhich he takes great pride. “People usually feel that wayabout their college,” he says. “It’s rare to feel that way aboutyour high school. As the world gets larger and more compet-itive, you need as big of a family or network as you canfind, and it was great to get a head start at Williston.”

Reece points out that Williston is “such a great place”that many teachers spend the majority of their lives teachingand living here, emphasizing kindness and support of thewhole student. “It’s important to sustain that kind of caring,”he says, with gifts to the Annual Fund, even for graduateslike himself who are on a college student budget. “I want tosupport the school that supported me. As a conscious humanbeing, I want to contribute to something incredible.”

• The 136 members of the Classof 2010 gained acceptance to549 colleges and universities

• 82% of students taking theAP exams in 2010 scored threeor higher

• 32 members of the Class of2010 began their career atWilliston in the Middle School

• Admission officers from morethan 135 colleges and universi-ties visited the campus to meetwith students in 2009-10

Well Prepared for College and BeyondR E E C E L I A NG ’ 10

“As the world gets larger and more competitive, you needas big of a family or network as you can find, and it wasgreat to get a head start at Williston.”

29

OFFICERS

PRESIDENTFred A. Allardyce ’59Westerly, RI

VICE PRESIDENTKevin R. Hoben ’65Farmington, CT

TREASURERJulie Chornesky Garella ’78San Francisco, CA

SECRETARYLewis Rabinovitz ’53Hartford, CT

MEMBERS

Warner K. Babcock ’70, P ’04Stamford, CT

David A. Connolly ’83Woodside, CA

Mark Cutting P ’02, ’07Holyoke, MA

Elizabeth Manning D’AmourP ’00, ’03, ’04, ’07Longmeadow, MA

Stephen A. Davis P ’04, ’06, ’07, ’08Longmeadow, MA

Daniel C. Decelles ’89New York, NY

Robin G. Dirats ’82, P ’11, ’14(Ex officio)Easthampton, MA

James Dubin ’64New York, NY

Robert W. Hill III P ’15(Ex officio)Head of SchoolEasthampton, MA

Mike Jackson ’90New York, NY

Donald M. Kitchen ’70, P’10, ’12Rochester, NY

Tracy R. Opalinski P ’11(Ex officio)Brimfield, MA

Catharine C. Porter P ’97Amherst, MA

Richard F. Shields ’61, P ’90, ’94Lee, MA

Catherine H. Skove ’75Gilsum, NH

J. Steven Staggs ’78Westfield, MA

John Hazen White Jr. ’76Barrington, RI

TRUSTEES EMERITI

A. L. Griggs P ’93, ’95Northampton, MA

William B. Palmer ’49Johns Island, SC

John E. Reed ’33, P ’66Westfield, MA

30

2 010 - 11 BOARD O F T RU ST E E S

31

Sharon DavenportDirector of Development

Ellen Frank P ’15Director of Donor Relations

Rachel GoldbergDirector of Parent Relations

Cindy Hall P ’09, ’12Associate Director of Annual Giving& Advancement Services

Sara LawrenceSenior Advancement Officer

Jill MeisterDirector of Research

Melanie SageDirector of Alumni Relations

Beth SomersetAssistant Director of AlumniRelations

Glenn Swanson ’64, P ’14, ’16Assistant Head of School forStudent and Alumni Affairs;Dean of Students

Donna SweigartRecords & Gift Processing Clerk

Ann TruehartAdvancement Assistant

Wanda Vadnais P ’94Assistant to Major Gifts

Traci Wolfe P ’16Director of Annual Giving

Eric YatesChief Advancement Officer

T H E ADVANC EMEN T O F F I C E

/willistonnorthampton

/thewillistonns

/willistonnorthampton

19 Payson Avenue, Easthampton, MA 01027(413) 529-3000www.williston.com/giving