The first building expansion of CFS begins.
November 1981: Tony Wagner resigns as Head; Ruth Greenberger is appointed as Acting Head for the remainder of the school year.
March 1982: New expanded school space opens for use.
September 1982: Mary Johnson is appointed as the 4th Head of CFS.
October 1982: CFS joins hundreds of schools across the country in a Day of Dialogue, conceived by the Educators for Social Responsibility to encourage discussion and thought concerning the nuclear arms race.
October 1982: CFS holds its first Walk-a-thon fundraiser.
Spring 1983: Marion Gillian and Sheli Wortis from the Multi-Cultural Project for Communication and Education in Cambridge hold workshops about racism for faculty to help them analyze the curriculum.
May 1983: First CFS Mayfair.
November 1983: CFS becomes a polling place for Ward 10, Precinct 3.
December 1983: The CFS Parent Community Meeting (PCM), later renamed the Parent/Guardian Community Meeting (PGCM), is created.
Fall 1984: A new play structure opens on the CFS playground.
Spring 1985: The CFS 25th Anniversary Committee begins planning for the school’s silver anniversary.
Spring 1986: CFS is evaluated and re-approved by ISAM (Independent Schools Association of Massachusetts).
March 1986: After study by the Ad Hoc High School Committee, the Board of Trustees decides not to pursue the creation a Quaker High School at this time.
September 1986: CFS begins a year of 25th Anniversary celebration with music, a parade, and a balloon-launching.
November 1986: As a part of its 25th anniversary celebrations, CFS holds an Alumni Homecoming Week.
Spring 1987: Anniversary workshops focus on “Simplicity” and “Peacemaking Skills.”
May 1985: CFS holds its first annual Grandparents Day. Over time, the name is changes from “Grandparents Day” to “Grandparents and Significant Elders Day” to “Significant Elders Day.”
August 1987: CFS receives a $10,000 grant to design and implement a program to help it become a more diverse, multicultural school.
September 1987: The first issue of the CFS Monthly News Sheet (quickly renamed the CFS Bulletin Board), a publication aimed at informing parents, staff, and trustees of events at and needs of the school, is printed and distributed.
1987-88: CFS participates in the NAIS pilot multicultural self-assessment program and receives a NAIS Multicultural Assessment. In response, Racism Awareness Workshops are scheduled for faculty, staff, parents, and trustees during the following school year.
January 1988: The Parent Community Meeting (PCM) inaugurates “Breakfast with Mary,” a chance for parents to meet informally once a month with CFS Head Mary Johnson.
Fall 1988: CFS begins work on drafting an AIDS policy statement.
December 1988: A Memorial Fund in remembrance of Sam Huntington, former Clerk of the Board of Trustees, is established; the interest from the endowment fund will be used for a “special outdoor activity involving physical adventure of environmental experiences” each school year.
1988: The CFS Board of Trustees adopts a 5-year financial plan to “increase staff salaries, improve the human and physical resources available to provide high quality education, increase diversity, preserve the assets of the school and keep tuition as low as possible.”
Fall 1988: Sasha Lauterbach and Theresa Young are named CFS’s Multicultural Project directors. They implement a year-long series of school visits by Native American, African and African-American, Greek, and Japanese artists, performers, and cultural ambassadors.
June 1988: The Awareness of Racism workshop program ends with a meeting to discuss next steps, which focus on including anti-racism as well as multicultural/diversity as a goal for the school.
1988-89: The Board of Trustees appoints Pam Smith Interim Head for the 1988-89 school year to serve while Head Mary Johnson is away on sabbatical.
Fall 1989: Parent pushback over the 5-year plan to raise tuition 12% each year leads the Tuition Assistance Committee to write and distribute “Squeezing ‘The Middle’? Tuition and Tuition Assistance at Cambridge Friends School.”
September 1989: CFS receives new Apple computers; most classrooms are now equipped with at least one computer. The school also creates a small, four-computer mini-lab.
October 1989: Funding for a 24-car parking lot at the end of Wood Street is approved. Demonstrating CFS’s teaching of community activism in action, students raise objections and meet with Head Pam Smith to discuss them. The result: a promise that in future, students will be consulted regarding any future plans to change CFS buildings or grounds.
December 1989: [The first??] Faculty Appreciation Luncheon is held to demonstrate the CFS community’s appreciation for teachers’ work.
December 1989: CFS faculty and staff attend a Child Abuse workshop; eight faculty members are trained in Child Sexual Abuse Prevention by the Judge Baker Guidance Center unit on Child Sexual Abuse Prevention.
Fall 1989: CFS experiments with “Early Decision” applications for siblings of current CFS students.
Spring 1990: The Board’s Committee on Diversity meets with the PCM and interested parents to share opinions and experiences on racism and anti-racism work at the school. 60+ parents attend.
April 1990: CFS celebrates Earth Day; Sam Huntington Funds are used to plant a tree on the school’s grounds.
Spring 1990: CFS adopts an AIDS policy.
March 1990: Anti-racism educator Enid Lee leads workshops for faculty.
September 1990: Mary Johnson returns after her sabbatical year, auditing classes at UMass-Boston on Modern Black Writers, and at Harvard on Multicultural Education, Ethnicity in Modern American Literature and Culture, and the Sociology of Education.
Fall 1990: Anti-racism educator Enid Lee returns for classroom observations and to meet with parents.
Fall 1990-Spring 1991: Trained faculty conduct workshops with students in grades K-5 as part of the Child Assault Prevention Program (CAPP). Middle schoolers participate in the Adolescent Assault Awareness Program (AAAP). Both programs aim to teach students and teachers ways to reduce children’s vulnerability to threatening and abusive situations by providing accurate information, identifying helpful problem-solving skills, and helping students to build a network of trusted adults who can help create a safe community.