Sue Maguire: What’s Good for Kids (Part II) | By Margot Welch

“At first glance Bennington appears to typify New England life at its best,” Sue Maguire wrote, in her introduction to the book she and Joy Dryfoos wrote together, Inside Full Service Community Schools. (1)  Dryfoos was a life-long educational consultant with a long-term interest in adolescent health, preventive interventions, and high risk youth. The two met after Maguire had long been working at Bennington’s Molly Stark Elementary School – first as teacher, then as Principal. Maguire describes the context for her work.

“…(T)here is another part of Bennington. Molly Stark School is in an isolated area of the community not typically seen by tourists driving through town. Its student population of nearly 380 is considered large by Vermont standards. The school is literally located on the other side of the railroad tracks…” she wrote, adding that this was actually how people talked about it. When I visited, fifteen years ago, I was told that some of the children rarely saw “downtown Bennington” – which is no more than a mile away.

As a new teacher, Maguire recalls, she had great ideas.

“Two and a half decades ago, I came to Vermont to teach fifth grade… I was ready to change the world for kids. I thought little about poverty or its ramifications because I truly bellieved it didn’t matter; I could make education the ticket for a happy and productive life for all kids, whether rich, middle class, or poor. Through my training, I had learned that teaching consisted of high standards, strong curriculum, and solid instruction delivered by a caring teacher. All these years later, I know that I hadn’t learned enough.”

After being at Molly Stark for a few years, and raising her own two children,  Maguire began to understand what tremendous opportunities they were having. She and her husband read to them incessantly, took them on all kinds of trips and outings, were constantly preparing them with relevant vocabulary and social skills for new experiences and discoveries and encouraging them at every turn.  The result?

“They entered school healthy and eager to learn. They knew education was important in our family and they thrived….What I slowly came to realize is that not all children have lives filled with these basic supports and opportunities. Far too many kids exist in a world without stimulation. Many live in a constant state of chaos and are isolated from everything beyond their own neighborhood. They don’t go to parks and museums and librairies, they don’t eat in restaurants, and they don’t make regular visits to doctors and dentists.”

Very frequently Maguire encountered heart-breaking troubles in her students’ families. She  references, for example, a mother who calls two days before school opened to say that the family has been evicted, and are living in a car without an address, but can she still register her kids? A boy wanting desperately to join the after-school running program doesn’t have sneakers. Two young children have nearly burned down their apartment while their mother is out. With her help, a boy gets to a dentist for the first time and, after he’s had seven teeth extracted, he tells her he’s never before “known what it was for his mouth not to hurt.”


As Maguire understood how many things block a child’s chances for academic, social, physical and emotional growth, she began developing a full-service school – before she’d even heard the term.

“The services and opportunties we developed at Molly Stark happened because they make sense for kids and their families.” Solutions, for Maguire, were obvious.

“Through collaborative partnerships with a wide range of service providers in our community, we… tried to create the opportunities that most of us would expect and demand for our own children. Along with quality instruction, our school offers extended-day and extended-year services, health and social services, and parent education and support – the things we believe that children need to do well in school and that families need to live productive lives in their community.”

Maguire is as certain as ever that education is the critical ticket. Even today, looking forward to mentoring principals when she eventually retires, she is not about to stop educating – and leading by example.

“I am now working with the children of children I taught years ago, and I continue the search to find what it is that might make the difference for this generation and the next.” (2)



End Notes:

Sue Maguire has given me permission to quote extensively from this introductory passage, which I think describes the context for the full service school model in a way that is relevant in communities all over the United States. Inside Full-Service Community Schools was published by Corwin Press, Thousand Oaks, California, 2002.

(2) The term,  “Full Service Community School” is, today, commonly abbreviated again to “Community School.” But today it is possible to build a much stronger program, under that name, than ever before. The clearinghouse for resources and information about the Community School is the Coalition for Community Schools  (c/o Institute of Educational Leadership, 4301 Connecticut Ave. NW Ste 100, Washington, DC 20008 Tel: 1-202-822-8405. Access their website; Email:

On the Bridge: Bard College at Simon’s Rock professor teaches understanding of American Indian culture | By Kate Abbott

Nancy Bonvillain has learned language and friendship among native peoples of the Six Nations in upstate New York

By Kate Abbott

Courtesy of Nancy BonvillainBard College at Simon’s Rock professor Nancy Bonvillain has had close ties to the Kanienkehaka, people of the Mohawk

Courtesy of Nancy Bonvillain Bard College at Simon’s Rock professor Nancy Bonvillain has had close ties to the Kanienkehaka, people of the Mohawk nation, for many pears.

GREAT BARRINGTON >> Akwesasne is said to mean “land where the wild grouse drums.” Grouse drum as a courtship display, but in the fall, in the woods near here, a walker at Notchview may hear a grouse launch into flight with a rapid beating of wings.

In the early 1970s, Nancy Bonvillain lived and worked in Akwesasne (or Ahkwesahsne), a Mohawk Territory on the border of upstate New York and Canada.

Now a professor of anthropology and linguistics at Bard College at Simon’s Rock in Great Barrington, Bonvillain has spent time over many years learning the language and making friends in a community of the Kanien’kehaka — the Mohawk people do not call themselves “Mohawk.”

The Mohawk are an Iroquois people, Bonvillain said, one of six nations of the Haudenosaunee — along with the Oneida, the Onondaga, the Cayuga, the Seneca and the Tuscarora.

Today, they hold land in upstate New York, near Syracuse and Buffalo, Montreal and Lake Ontario.

“They live in a tiny fraction of their original territory,” she said.

She came to Akwesasne to work on grammar of the Mohawk language, she said, and to compile a dictionary and a book of conversations for use in schools. As a linguist, she wanted to work in a place where the language still lives, and she lived with families who spoke it among themselves. When she lived there, she could follow a conversation, she said, though her friends there spoke English with her.


She returned in the summers and on short visits many times in the next 30 years, she said.

At Akwesasne, children now learn the Mohawk language in schools, and the community has emphasized speaking it among families, moving it beyond homework assignments.

The 2006 Canadian census reported 600 people speaking Mohawk. The language may still be listed as endangered, Bonvillain said, but she believes it has a future, because so many people are working for it. She recalled a Tuscarora student at Simon’s Rock four or five years ago, Montgomery Hill, who has gone on to study linguistics.

Many white Americans, she said, think of American Indians and their cultures as part of the past, as though they have merged into American society or vanished.

“We put this into history so we don’t have to think about it,” she said.

People expect American Indians to live as their ancestors lived hundreds of years ago — and how many American people live as their families lived in 1500? — or expect them to live as “mainstream” Americans live, she said.

She sees them as contemporary artists, scientists and lawyers, musicians and Pulitzer Prize-winning novelists. She sees their sustained efforts to nurture their own languages, schools for younger students, college scholarships, health programs.

In many ways, she said, American Indians today face substantial obstacles in health, longevity, infant mortality and education. Jobs are scarce, and promised government funding gets cut from the Indian Health services, education, school lunches and many other programs. Most casinos, she added, do not make large profits — she compared the likely population in Connecticut to a place like central Nebraska.

Though barriers like this are slow to budge, she has seen hopeful signs. In the last 10 or 20 years, she said, she has seen a surge in indigenous rights movements around the world.

“To come out of it saying, ‘We have our own voice, our own role,’” she sees as a sign of growing influence among these nations.

“The U.N. declaration on the rights of indigenous people is at least a sign of worldwide pressure from these groups,” she said.

Near this area, the Iroquois have brought court cases to reclaim land in the U.S. and Canada, to compensate for lost land and to protect and clean up their own land, she said. They may have to live with the effects of contaminated air, land and water they did not cause. Akwesasne is a Superfund site, Bonvillain said. (Readers in the Berkshires will understand the challenges of seeking to clean contaminated land and water. The county has similar areas along the Housatonic and Hoosic River.)

From helping to teach young Akwesasne students, Bonvillain has turned to teaching about American Indians in college courses.

Most recently, she has written new editions of text books on cultural anthropology and American Indian studies. She acknowledges that anthropology today is a field to enter with care and respect.

In the past, anthropologists have at worst made use of other people, she said. Today, an anthropologist might act more honestly, more equally, as a translator — in some ways like a journalist.

She feels strongly that anthropologists have an ethical obligation to the people they work with, she said, to advocate for them and to take confidentiality seriously. In any work like this she would want to be honest and up-front, to make sure anyone who speaks with her knows why she is asking questions and what she plans to do with the answers.

As a professor, she now teaches linguistics and cultural studies. Simon’s Rock has no Native Studies program, she said, because its curriculum is both concentrated and flexible; it offers courses, like “Native American Languages,” and a cultural studies course on “Native American Religions,” and the faculty will willingly coach students in any direction they choose.

As they leave for Thanksgiving vacation, she will tell her students to think about all that has happened to bring turkey to their tables.

And she encouraged people who have not yet shared a meal with them to think of the Hadenausee and the Mohicans, the Pequod, the Narragansett, the Nipmuck, the Penobscot, the Pemaquid, the Huron, the Abenaki and all the people with roots in the Northeast, as they are today.

“These communities in some cases are struggling, like any community,” she said, “but they have a lot of strength. Look at what they’ve survived.”

At a glance …

In the U.S. and Canada, more than 120,000 people are enrolled in the Iroquois nations, according to the 2010 census.

About that many people live in the Berkshires, and less than a third as many live in Bennington County.

Today, about 12,000 people live in the Akwesasne community, according to the Mohawk Council of Akwesasne, which makes it about the size of North Adams and slightly smaller than Bennington.

This profile is a collaboration between Berkshires Week & Shires of Vermont and Multicultural Bridge to encourage voices from all backgrounds in these pages.

To learn more:


On the BRIDGE: Bear McHugh strengthens local teens | By JV Hampton-VanSant, Special to Berkshires Week & Shires of Vermont

Bear McHugh of Berkshire Area Health Education Center supports local teens.

Bear McHugh of Berkshire Area Health Education Center supports local teens. (Eagle file)

With rolling hills and close-knit community, Berkshire County is known as nurturing — for artists and musicians, and for relationships that last for years.

Bear McHugh, project coordinator for Berkshire Area Health Education Center (Berkshire AHEC), grew up in Great Barrington and still regularly speaks to people he knew as a student at Monument Mountain Regional High School, and some of them now work at the high school. These time-tested friendships have withstood almost anything, even being known by a different name after graduation. McHugh has always been himself, but during high school he was known by a different name.

McHugh is a transgender man. A transman, also called female-to-male transgender (FTM), is a person who was assigned the sex “female” at birth, but who later in life, typically after deep soul searching and self-reflection, identifies as male. This is not an uncommon realization now, he said, but that doesn’t make it easy. Most often, trans* people are met with ignorance on the subject.

McHugh began to question his gender identity as a student at Ithaca College in upstate New York. He remembers that as a difficult time, coming after his Roman Catholic upbringing. He also remembers the love and support of his parents, who sought out the correct information to help him. He thinks the transition would have been smooth if it had happened in high school.


“I really think that, if I were still at Monument when all of this was going down, my friends would have still loved me and accepted me,” he said.

Familial understanding, or at least willingness to adapt, can be the most influential factor in the life of any youth. While a person’s gender identity is deeply personal, some chose to share their experiences in the hopes that they will benefit others, he said.

Many people facing this transformation have a difficult time. According to national statistics, McHugh said, 30 percent of LGBTQ youth will have reported a suicide attempt in the past year. Fifty percent of transgender youth will have attempted suicide before the age of 20.

One of the common contributors to depression and suicide is a feeling of being alone and being misunderstood, McHugh said. Mix loneliness with a lack of information about an important section of identity, and those high numbers are understandable.

People who do not encounter outright discrimination often encounter microaggressions, he said. Microaggressions are the little things people say, usually without malice, that alienate groups of people or belittle a group’s experience. That alienation is extremely dangerous to the health and safety of youth, he said. That is why sharing his story is so important: The more he shares the information, the more likely he is to save a life.

“You never know exactly how the information will impact someone,” he said.

Now, McHugh tells stories and gives information that saves lives by running the Youth Suicide Prevention Project. The project hopes to build resiliency among all youth, not just LGBTQ youth, he said. Resiliency means giving youth the ability to bounce back from depression, bullying and other causes of suicide. For those not at risk, it also can give insight and the tools to see when someone is showing signs of depression, anxiety and suicide.

Spreading this information can also be crucial to developing acceptance, he said: “A little bit of education can go a long way.”

He came to this work gradually. After college, he worked as a landlord in Albany for a while, he said. He was working at Berkshire AHEC when the high local suicide rate prompted action. In 2004, Berkshire County had the highest rate of youth suicide in the state. Berkshire AHEC created the Youth Suicide Prevention Project and put McHugh in charge. In 2011, Berkshire County had no youth suicides, which indicated strong progress.

“I didn’t go out looking for the work. It sort of just found me,” he said, and he has become passionate about his work.

McHugh lives in New Lebanon, N.Y., but spends most of his time in Berkshire County. Living up to the “Class Clown” superlative he earned in high school, he has a smile on his face most days. Despite the heavy topics he deals with day to day, he rarely gets discouraged. The Berkshires have a long way to go, but he can see a future that looks brighter.

On The Bridge

This profile is a collaboration between Berkshires Week & Shires of Vermont and Multicultural Bridge to encourage voices from all backgrounds in these pages. To learn more:


Ralph and Jeanette Rotondo go together like a horse and carriage | By Kuukua Dzigbordi Yomekpe

Ralph and Jeanette Rotondo reflect on their active lives together.

Ralph and Jeanette Rotondo reflect on their active lives together. (Courtesy of JV VanSant)

LEE — The obituary for a man who died in 1982 at the age of at 92 is yellowed and cut slightly unevenly out of a newspaper. It tells of the life of an early Italian immigrant, Ralph J. Rotondo Sr., who came to the U.S in 1908, when he was about 19. He worked on railroad construction in Geneva, N.Y., for a few years, sending money back to his family in Italy, choosing to live leanly.

On a visit to his mother in Italy he was drafted into the Italian army and served in North Africa for a couple years before returning to settle in Lee.

His son, Ralph Rotondo Jr., said his father never returned to Italy again. He had a disagreement with his only sister when she visited Lee, and he cut ties with his family overseas.

Rotondo Sr. worked at Lee Marble, making steam to run the cranes. He then worked at Eagle Mill as a fireman, firing the steam room to power the mill. He studied for his engineer’s license to become a steam engineer and worked at a tannery, where he was promoted to fireman and stayed until the place went out of business.

Rotondo Jr. speaks fondly of his father, who instilled his work ethic by making sure he got a job the minute school let out each summer. Rotondo Jr. said he loved horses and was delighted to find work as a farm hand, where he learned to ride and drive carts.

He worked at the paper mill in Lee as a day-time job for 37 years, but his love of horses led him to purchase horses for his five daughters.


He was unhappy with the local farrier, the man who forged horse shoes and shod horses in the neighborhood, and he learned how to shoe horses himself. When others noticed he was doing this, they asked him to do their horses.A professional farrier, Clarence Martin of Sheffield, who learned to shoe horses during the war, saw his handiwork and asked him to be his apprentice. Rotondo Jr. smiled as he told how, at the end of his one-year apprenticeship, the farrier split the payment for a job with him, telling him he was good enough to go out on his own.

What had started as his attempt to do a better job grew into a business, and Rotondo Jr. traveled throughout New England to shoe race horses and even the Budweiser Clydsdales. He said the harnesses for Budweiser horses were made in the gray building next to the present-day Briarcliff Motel.

Rotondo Jr. kept shoeing until he was about 79. Then he trimmed shoes until he retired at 81. He and his wife still keep a pony on their farm in Lee.

His wife, Jeanette, whose mother immigrated from Quebec, also grew up loving horses. The couple met at Jeanette’s uncle’s house, according to their daughter, Donna. Ralph had come for a meeting — he rode with Jeanette’s uncle in the Powder River Riding Club in 1953.

Jeanette taught people how to ride and care for horses and then build trust in them. She enjoyed working with young people, she said, especially those with special needs. She still teaches her great grandchildren, though the Rotondos no longer give lessons or carriage rides.

Their eyes lit up as they took turns talking about their carriage business. Besides shoeing, showing and grooming horses, they discovered the tradition of carriage parades. Jeanette believed the tradition began in the early 1900s, when rich wives paraded up and down Main Street, all dressed up and riding in horse-drawn carriages.

The Rotondos got involved in showing horses and carriages in various town fairs and festivals, like the Colonial Carriage and Driving, Tub Parade and Norman Rockwell Christmas. The spoke with excitement about their favorite and most expensive carriage, white with a maroon velvet interior, which they bought for $4,000.

“It was always amazing to see [my dad] and his horses pulling diffeent apparatuses in parades and events,” Donna said. “He took my son to the prom in his white carriage, and he was the last one to get a ride in that.”

They provided horses and carriages for the weddings of four of their five children and a grandchild. They turned the carriages into a side business and did local weddings. Rotondo Jr. boasts Town & Country magazine once did a photo spread of their carriages.

“There is something about the outside of a horse that is good for the inside of a man,” Jeanette said, quoting Winston Churchill.

They’ve used that motto as a guiding principle in all their years of working with horses, she said.

Donna Rotondo is the executive assistant at Multicultural Bridge.

On the bridge: This column is a collaboration between this magazine and Multicultural Bridge to encourage voices from all backgrounds.


On the Bridge: Sonsini family keeps Italian traditions alive in the Berkshires | By Kuukua Dzigbordi Yomekpe


Joe and Theresa Sonsini, above, own Main Street Cafe in Stockbridge and 528 Cafe in Great Barrington. They pride themselves on keeping their Italian

Joe and Theresa Sonsini, above, own Main Street Cafe in Stockbridge and 528 Cafe in Great Barrington. They pride themselves on keeping their Italian heritage alive. (Kuukua Dzigbordi Yomekpe / Special to Berkshire Week & Shires of Vermont)

For centuries, immigrants have been seeking a home in the Berkshires. Though the landscape of immigration has changed considerably over the last century, the Berkshires continues to welcome people from many parts of the world. The Italian family of Sonsinis look back to an earlier wave of European immigrants.

Joe and Theresa (nee Troiano) Sonsini own Main Street Cafe in Stockbridge and 528 Cafe in Great Barrington. Joe’s parents came with an earlier generation of Italian immigrants to settle in Stockbridge. Three of his grandparents immigrated from Italy, and one grandparent came from the Ukraine. Theresa’s parents were also first generation, descending from Italian immigrants who arrived in New York City around 1928.

Joe and Theresa met on a job in the early 1990s, and they have been married for 19 years.

They show pictures of their children around the Main Street Cafe. They had four children but lost the second one to cancer about 10 years ago. The photographs show the family active and relaxing. Joe said he loves being outside and makes it a point to bring the outdoors into their family routines.

Food has also always been a part of his history, he said. His maternal grandmother worked as a cook in a restaurant, and she worked her way up to own her own restaurant.

In Joe’s family, meals were served at specific times and everyone gathered to eat together. Today, his nuclear family gathers at Theresa’s parents’ home every Sunday after church.

Being Italian comes with being Catholic in Joe’s family and in Theresa’s, he said. In his childhood, the family’s communal life outside of home and work was organized around their local parish. His parents taught cathechism, and he laid bricks for some of the many construction projects around the church.

He laughed as he said the stereotype of Italians loving to eat, being loud and passionate and sometimes prone to outbursts, is partly based in truth.

“They are a passionate people,” he said. They eat well, work hard and play hard.

Being passionate sometimes means disagreements, he said, but generally they deal with them in the moment and move on, with no hard feelings.

Sonsini and his wife have always been hard workers, an ethic he credits to their fathers.

“They worked almost round the clock to put food on the table and yet rarely missed a football game or recital,” he said.

He and his wife together have about 50 years of the cooking and restaurant business under their belts. Their penchant for good food and community led them to purchase Alice’s Restaurant. Two years later they took over the Main Street Cafe and Market. Almost 20 years later, they purchased the old Friendly’s in Great Barrington and renamed it the 528 Cafe.

“Theresa is the mastermind behind everything,” Joe said.

He blends construction and management of the properties, and he plans to renovate the Stockbridge facility in the next year.

“It needs a make-over. It’s not been renovated since it opened about 17 years ago,” he said.

The Berkshires and its diversity play an important role in the cafe menus, he said. The Sonsinis try to incorporate foods from around the region and from different ethnic groups in their planning: Gyros, chicken Masala and shrimp carbonara. They also try to follow the seasons: butternut bisque soup, New England clam chowder. pumpkin French toast with syrup, walnuts and cranberries, or a French toast sandwich dripping with cheese and a choice of bacon, ham or sausage. They make “American fare” like hamburgers and ribs with locally grown produce and meats from Berkshire and Columbia counties.

The Sonsinis treat many customers as family, often greeting people by name as they stroll in and asking about their lives.

“The usual?”

“How is Jaime?”

“How was Joey’s game last night?”

These questions roll off the tongues of the baristas and wait staff as they busy themselves fixing those “usuals” and put in orders with specifications for “vegetarian,” “gluten-free” or “no nuts, please.”

Sonsini welcomes guests as his father did. He remembers his father as open in his outlook in approaching diverse people and incorporating ideas and values from different cultures, he said. He does the same today, following in his father’s footsteps.

Thinking over immigrantion and assimilation, Sonsini said he laments not having had the chance to learn Italian. Early waves of immigrants shed their native language and culture intentionally to fit in and become “American.” This is different from the approach some have to assimilation now, when preserving language is key.

The Sonsinis are keeping the Italian traditions of good food, gregariousness and welcoming, open arms as a daily part of their work and their lives. Both cafes have cheerful staff, and the Sonsinis mingle and chat with customers even when the cafe is bustling.

“All are welcome here,” Joe said. “Come give us a try.”

This profile is a collaboration between Berkshires Week & Shires of Vermont and Multicultural Bridge to encourage voices of all backgrounds in these pages. For more local stories, visit the On the Bridge blog.

What Are Full Service Community Schools (part I) Margot Welch


suem“The Community School is both a place and a set of partnerships between school and other community resources. It has an integrated focus on academics, youth development, family support, health and social services, and community development. The community school’s curriculum emphasizes real-world learning through community problem solving and service. By extending the school day and school week, it reaches more families and community residents.” (

Fifteen years ago, when Sue Maguire and I first met, she was Principal of the Molly Stark Elementary School in Bennington, Vermont. The kindergarten through sixth grade school, then serving about 400 students, had become a full service school dedicated to “not just instruction but social responsibility, family involvement, and health and wellness.” (Bennington Banner, February 1,1997)

My good fortune was that, beginning in 1998, when I was working at the Harvard Graduate School of Education, I ran five, annual national conferences about Full Service Community Schools.This meant meeting wise, energetic and committed interdisciplinary teams of educators, community activists and human service organization representatives who were determined to find new ways to strengthen schools’ responses to the unmet needs of children. Maguire and her team attended as participants and presenters, sharing with communities from all over the country, what they were doing to change and strengthen Molly Stark.  Maguire first found her way to our conferences when Doug Racine, then Vermont’s Lieutenant Governor, read about Molly Stark’s Family Center in a book by the late educator, Joy Dryfoos. The book, Full Service Schools: A Revolution in Health and Social Services for Children, Youth and Families, prompted Racine to call Maguire and ask if he could visit. She was delighted, bought and read the book, and recognized much about her own school in the models Dryfoos was describing.

Programs called “Community Schools” have been in place in the USA, here and there, since the late 1960’s and 1970’s. Much earlier, at the beginning of the 20th century, when large cities like New York and Chicago were welcoming immigrants from all over the world they were also establishing “settlement houses” which, in many ways, were the prototype for the “full service community school.” Like Maguire’s schools — and those of colleagues all over the country — settlement houses offered a wide range of classes, education and training programs for parents as well as young people, along with a range of health and social services for children and families in their communities.

In the sixties and seventies, the ‘community school’ entered public vocabulary. For the most part these programs happened in school buildings where leadership had found enough public funding to start modest afterschool programs for children, usually more focussed on enrichment activities than academic tutoring. In the 1980’s, though federal support for school-based programs waned, research was starting to show that children whose parents were involved with their kids’ learning experiences  were more likely to do well in school than others. New parent engagement and family support programs developed — but weren’t, for the most part, incorporated into the school day. Then, in the 1990’s, with growing attention being paid to the relationship between violence, healthy youth development, and community well-being, the possibility of making schools a safe place and hub for community services gained traction. School days — and in many instances the school year itself — were extended. When the US Department of Education established “Twenty-first Century Community Learning Centers,” educators could apply for grants for a variety of enrichment and child-and-family support services.

At our conferences, Maguire often began talking about Molly Stark by describing its Family Center and the services it was bringing into the school building. These included a preschool, before and after-school child-care, an infant-toddler play-group, full dental services for all Medicaid-eligible children, consultation and direct services from a pediatrician and clinical psychologist, adult basic education (including GED classes) for parents, and an outreach worker connecting families with local resources, a range of literacy programs,and direct services.

Each year at our Harvard conferences, Maguire and her devoted colleagues did a great deal to help educators all over the country understand, strengthen and integrate all kinds of of  school-community partnerships into their programs. That, for years now, she’s been weaving this sensible, comprehensive, full service approach to a High School is remarkable. As Teacher and Principal,in spite of her humility, Maguire is straightforward and powerful, shining a strong light on the needs of the whole child in ways will certainly help other dedicated educators find their paths towards doing “what’s good for kids!”

On the Bridge: Sue Maguire reaches out to help teens | by Margot Welch, Special To Berkshires Week & Shires of Vermont

Sue Maguire, principal of Mount Anthony Union High School, has built many local partnerships.

Sue Maguire, principal of Mount Anthony Union High School, has built many local partnerships. (Bennington Banner file)

BENNINGTON — After 15 years as a teacher and 23 years as an administrator in the Bennington public schools, Sue Maguire has come to understand the impact of poverty on children, and she has found herself in a position to try new solutions.

“If it’s good for kids, let’s make it happen,” she said in her sunny high school office.

Maguire served as principal at Bennington’s Molly Stark Elementary School and took over as principal of Mount Anthony Union High School (MAUHS) in 2002. MAUHS serves roughly 1,000 students from Bennington, Shaftsbury, Woodford and Pownal. They come from many backgrounds.

“My job is about giving all kids the same opportunities my children and grandchildren have,” Maguire said. “Why wouldn’t all kids have that?”

Poverty, she said, can devastate childhoods. It can bring hunger, domestic violence, and chronic and acute physical and mental health problems, including unaddressed vision and hearing needs and learning disabilities. Any of these can keep a child from learning.

When Maguire wrestled with these troubles for her young students at Molly Stark, she reached out to the community. She was following a model that grew into a national movement in the 1970s: A Community School creates partnerships between the school and local resources.

Over the years the term has often meant an afterschool program, but the Children’s Aid Society in New York launched a broader model in the 1990s, and today a community school often means far more, as it does in Bennington.

The model more often appears in elementary schools — bringing these services to a high school, as Maguire has done, is rarer.

“For me,” Maguire said, “the Community School means access, opportunities for kids who don’t have them.”

Born in Syracuse, N.Y., and a long-term resident of Bennington, Maguire has always believed in the value of this kind of partnership.

MAUHS has developed strong collaboration with the local town tutorial center, a summer Bridges program — helping kids make a big transition from middle to high school — connections with the local community college and a day and evening program for students who are pulling away from school. They take day jobs with local nonprofit and governrment agencies and receive real wages they deposit in local banks. If they miss their evening academic program, they lose the jobs and the wages.

“Kids need multiple pathways to learn,” Maguire said, “and we have many alternative academic programs to help them succeed. We provide mental health and drug and alcohol counseling, a free clinic with a doctor once a week, and five full-time tutor mentors — caring, dynamic adults who become part of kids’ academic schedules.”

A mentor may spend many hours a week talking with a student and giving support, taking a student to visit colleges and advocating for a student with teachers.

The long-term community relationships Maguire has forged can support her students in difficut times. Bad things happen — students find themselves suddenly homeless, become truant because of difficult home situations, lose access to transportation or experience significant, unexpected trauma — but she and staff work together, she said, like a family.

“When I was a child, this might have been hard for me to understand,” she said. “We were never rich, but I always had what I needed and my parents’ love. But my experience has acquainted me well with hardship. Though our main job is academics, you have to address other parts of kids’ lives too — and you can’t do this without working with the community. And we’re influenced by how we grow up. I saw my dad making a huge difference in kids’ lives.”

Her father was a schoolteacher, principal and superintendent, and her son is a teacher now, she said. She plans to mentor people in the field when she retires.

She is thankful she can hire people who care strongly about students, she said, people sharing values and passion. She sets the tone, and the people around her do the work

“Lots of people care,” she said, “but some people see barriers. I refuse to believe we can’t figure out ways to make things better.

“What’s most meaningful is when a kid in their 30s approaches me in a store and says, ‘Remember me? That time I was all upset and you calmed me down?’ or ‘Remember when you told me I’d be good at computers?’ … These moments always show me how important an educator’s job is.

“Kids will remember — the good, and the bad. The words we say are so important. Education is a noble profession: I believe that we can make a huge difference.”

 Margot Welch and Sue Maguire first met in 1998 at the first of five national conferences Welch ran about Full Service Community Schools at the Harvard Graduate School of Education.

This profile is part of an ongoing collaboration between the magazine and Multicultural Bridge to encourage voices from many backgrounds in these pages. To learn more, visit

Speeches | transcribed by JV Hampton-VanSant

Miriam (PHS):

“What is Immigration? Can someone explain it to me, because I surely don’t understand? People have taken this too far. Immigrants come here and get sent back very quick without fault, just because they don’t have papers? A green card? You tell me, you know them? Do you know the reason they are here? No, you don’t know their back stories, and the difficulties they have gone through. I’m asking why; why are we treated differently? I’m asking why; why are you continuing the same actions in all fairness from the past? I’m asking all of you: do any of you feel good? Do you sleep at night, thinking of the many families torn apart, because I surely can’t. Many immigrants work many hours under the burning sun just to provide a better life for their families, and you’re telling me they are doing something wrong, and that that’s the reason they get sent back? Maybe they are escaping the violence from their countries. America, the Great? I don’t think it’s very great. Immigrants are here to work hard to provide for their families, or to study hard to meet the goals that is very hard to meet in their homelands. So you tell me: What is immigration? Is it fair?”

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Estefania Arias:

“The children have a dream of having a good education, good clothes, etc. They have a dream of a better future here. I think that if the government sends them back to their countries, if they come here, it is because their families are here, or because they think that their life may be better here. Maybe their family sends them. And this makes me angry because, if their home countries had a better education system, or their own countries were better countries, then the children won’t need to come to the USA. When the children are in the USA, they may wish to go back to their countries, but they can’t because if they go back, they can’t come back to the USA. It is not fair, because they may want to go back for vacation or to visit their families. These children, they cannot go back. And I, like those children, have a dream that this country can accept those children because they came to the USA for a better life. And also, I have a dream that other countries can change.”

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Sumowo Harris:

“I want to tell you about Drugs. Doing drugs is not good. Abusing drugs is bad and it messes up the nation. Many people get in trouble when they do drugs; they steal money to try and get the drugs. Being on drugs makes them try to do anything. They don’t want to try to work and get the money, but drugs are expensive, so they steal. They don’t know what they are going to get [themselves] into. Drugs, it’s messed up, man. People need to stop this life. People need to stop not working hard to get the money to feed their family. People need to stop this useless life. Thank you, everybody.”

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Prosper Boua (aka African Precious)

“Have you ever heard of the word, “drug dealers”? I have. When people hear the words, “drug dealers”, they may think of people who sell drugs and also kill for money and all that. But did you ever know that your doctor could be your drug dealer? Have you heard of Michael Jackson? If you have, then you might have known that he died of a drug overdose [on drugs] that he got from his doctor. So Michael Jackson’s doctor is supposedly supposed to be his drug dealer. Many people take pills every day (even I do) for pain killers. But there is one certain painkiller, called oxycodone. It’s a drug that is basically heroine that comes in a small size and you are able to take it [in pill form]. People take oxycodone for pain, for example, when they break their arm, they use it so their body goes numb and they can’t feel any pain. So if you take pills from your doctor, your doctor could be YOUR drug dealer. The thing is, sometimes doctors give pills without thinking sometimes. Like, for example, I get headaches a lot, very frequently, so every time I go to the nurse, she gives me Tylenol, but I don’t really need Tylenol. What I really need is sleep. If you have a problem and your doctor is trying to give you a prescription or pill for you to take, and you don’t think you really need it, and you think you just need [this], you can tell them you just need [this] and if they say no, you can leave and stop seeing that doctor. The next time you hear about a drug dealer, and think these people are “so bad”, don’t forget that when doctor’s give people prescription pills, there is a 50/50 chance that you might get addicted. So if you’re going to take pills, make sure you take the right amount. “

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Christina Englyshe

“Some family members think that, when a person from Africa comes here, they don’t have time to call them or chat with them. They think that person doesn’t know them anymore. But Africa and America have different time zones, and some people are busy. So I am here to inform people today, different countries have different time zones, and people in different countries are busy at different times. People must understand that I haven’t forgotten them, and I have not forgotten my family members. People must understand that I still love my family and my friends. People must remember that I still love my family and friends and I will always remember them. People must understand that I don’t think I am better than them, but we are all the same. People must understand that there is a solution to solve this problem. We can figure out someplace where we can all have fun by calling each other.”

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Rossana Quispe

“We are not enemies because we want a job. We are not what you think. We might be immigrants, but that doesn’t make us any different from you. We are all human. [Some of us] might be illegal, but we are all hard workers. We might be illegal, but we take risks to try and help our family. We aren’t trying to take your job; we are just trying to have a better future for our families. Immigrants are not what you think. All the myths that they told you are all lies. We are not bad people, as the myth has said. We are loving and caring people. If you get to know us, you’ll find the myths are untrue. What you hear can brainwash you. We all have dreams, we want to be healthy, we want to be equal. But Most of all, we want to be free. Immigrants pay taxes, as do you and I. We work as much as you, we care as much as you. So, why can’t we join the same society as you?”

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On The BRIDGE: Stephanie Wright: Deep Berkshire roots | By Renée Nik Davies, Berkshires Week & Shires of Vermont


Stephanie Wright, at the Barrington Brewery.

SHEFFIELD — In the year 1909, William Howard Taft was America’s 27th President, the American flag sported only 45 stars and sugar cost a mere four cents a pound. It was a time before the invention of zippers, Band-Aids, traffic lights, penicillin or bubble gum, and it was also the year Minnie Gertrude Golden was born.

I sit across from Stephanie Wright, Minnie’s oldest granddaughter. I listen raptly to stories of her large, tightly knit family and am awed that I have stumbled across a branch of one of the oldest African American family trees in Berkshire County. Wright’s family roots trace back to 1855 when Sam Golden, her great grandfather, moved from Fishkill, N.Y., to begin a farming life in Sheffield. Sam’s grandson, Cornelius Golden Jr., met and married Minnie.

When Minnie and Cornelius, an African-American man, married in 1928, it was a controversy. They went through trying times as a mixed raced couple raising bi-racial children in the early ‘30s and ‘40s.

“Popi and Gram met in Norwalk, Conn. He met her and refused to return home to Sheffield without her. He was a very convincing man,” Wright said. “Sometimes [their life together] got tough, but they always made it through. My grandparents were hard workers. They never gave up.”

Minnie worked as a housekeeper until age 85. Cornelius worked as a carpenter to help construct the Mid-Hudson Bridge in Poughkeepsie, N.Y., and with his own construction company he built many homes in Sheffield that still stand to this day.

“Popi was somewhat of a short man,” Wright said, “but I remember Gram being a tall, stately woman [in her early years.] It was when Gram retired that our relationship became stronger. I visited her nearly every day. We would talk about anything and everything. She was very news-conscious. She had an opinion on everything, and she wanted to know your opinion too. Gram was a hot ticket until the day she died.”

Wright smiled as she recounted the years of Minnie’s long life.


Stephanie’s Grandmother, Minnie Gertrude Golden.

Minnie and Cornelius had been married for 48 years when Cornelius died in 1974. They had eight children, and those children have produced a legion of grandchildren, great grandchildren, great-great-grandchildren and even a few great-great-great grandchildren.

“Gram loved her family, Wright said. “She loved having us all around her every chance she could get. She kept us together. Family was important to Gram, and it’s still important to all of us. We were all so close when we were growing up. We just love each other so much, and I am so thankful for that.”

Wright’s close-knit family was the driving force behind her success when she moved from South Carolina to Berkshire County.

“Mom was born in Great Barrington, but she married my father, who was from the south and moved there,” she said. “I spent most of my young years in a segregated school in South Carolina. We eventually moved back to Berkshire County, and in 1963 I started school at Mt. Everett, [a predominately white school.]

“It was the height of the Civil Rights Movement back then. The South was in flames, people were killing and fighting over race, but I was clueless here. I had so many cousins at school, some with blond hair and blue eyes, but they loved us and were proud of us, and [the tension in the rest of the country] didn’t seem to touch us. My family made my experience in high school fun.”

Perhaps it is Minnie’s strength that continues to keep their family close to this very day.

“Gram was a very strong person,” Wright said. “She always wanted things to be fair and straight. If she ever had a problem, she went right to the source, and she wouldn’t leave until the problem got solved. She taught me to not only speak up when things are bothering me but to speak up and applaud the good in the world too.”

Many have described Minnie Golden as a wonderful woman. She grew to love her home in Sheffield and became a treasured and respected member of her community. When asked what she remembered most about her grandmother, Wright was moved to tears.

“She believed that an apple a day kept the doctor away, so she grew her own fruit,” she said. “She also raised her own chickens and maintained her own gardens. Now that I reflect on her, I realize that she believed in excellence. She pursued excellence, expected excellence and showered excellence upon us.”

Minnie was 100 years old when Wright pulled out an old tape recorder and captured her reciting from memory “Come Little Leaves,” a poem by George Cooper. On the tape, Minnie’s strong, rhythmic voice speaks these final words.

“Cricket, goodbye, we’ve been friends so long.

Little brook, sing us your farewell song –

Say you are sorry to see us go.

Ah! You are sorry,

Right well we know.”

Minnie’s life began on Feb. 11 in Sharon, Conn., and came to a sweet conclusion in Sheffield just a few months before her 105th birthday last November. This may seem like the end, but Minnie’s story will continue to live on in her family and her beloved home.


Ed Shaw Pt 2 | By Katherine Abbott

As vice president of the union at the Fox River Paper Co. in Housatonic, Edward Shaw had a tough job, one that needed skill and understanding. He had to negotiate both for the people he worked with and for the company he worked for.

Sitting at a negotiating table took patience.

“They have their agenda, and you have yours,” he said. “You swap agendas, and you can see where they’re coming from.”

When the negotiators reached a compromise, he then had to present it to the workers — who could over-ride it by a vote.

In his time, he saw only one strike, a short one of about a week. The company had offered a five-year contract instead of the standard three-year contract.

“People have a hard time with change,” Shaw said. “We tried to advise them to accept. Long contracts are often better because you can plan,” knowing employment will last that much longer.

“Our people voted the contract down,” he said. “They took a strike vote. The company was shocked. But the people had the power of the vote.”

In that case, a brief strike brought a compromise.

But strikes, Shaw said, came at a high price.

“People felt the union was so powerful, if we didn’t get what we wanted we could just strike and get it that way. It’s not true. No one wins in a strike, and the biggest loss is to the workers. The company’s not making money because it’s not making paper.”

He felt the company and the people could both benefit when the company’s and the workers’ interests aligned.

He remembered a mill owner from Malden, in the Clinton administration, who took care of his people. He had a fire in one of his two plants, and a lot of his people could not work until the company could rebuild. He made sure they had food and at least a small income, Shaw said, and when people asked him why he did more than he needed to do, he said that his people had made him successful, and he knew what he gave them now they would give back ten-fold.

“You earn and they do,” he said. It works “as long as you’re able to talk. When you can’t talk anymore, then you have a problem.”