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Fall/Winter 2012

Inside this issue:


Homecoming 2012


Eric Adams ‘94 and Angus Beasley ‘94


BB&N Digs Into the Archives

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The College Question

Alumni/ae Events Calendar

Ja n / Fe b / M arc h Date TBD San Francisco Regional Event Date TBD New York City Regional Event

Friday & Saturday, May 10-11 Strawberry Night/ Reunion Weekend For a complete listing of School events including athletic games, exhibitions, and performances on campus, please visit the events calendar at: www.bbns.org/calendar

Fall/Winter 2012

Saturday, May 4 BB&N Circus


Ma y

Around Campus 2

Hritz and Rogers Honored, Homecoming, Teacher and Alumnus Cross Paths, Fall Sports, Spotlight on the Arts, and more

Director of Communications Joe Clifford, Editor Associate Director of Communications Andrew Fletcher, Senior Editor


Communications Assistant Bridget Malachowski, Editor


Contributing Writers Alex Ablon Betsy Canaday Joe Clifford Peter DeMarco Andrew Fletcher Beth Jacobson Paxton Maeder-York ’10 Bridget Malachowski Andrea Martinez Janet Rosen Al Rossiter Kim Ablon Whitney ’91 Brace Young

The College Question A portrait of BB&N’s college counseling office


Eric Adams ’94 and Adam Beasley ’94 An alumni partnership borne of BB&N


Eliza Petrow ’96 Addressing AIDS/HIV in rural China


Paxton Maeder-York ’10 Robotics design at the Technical Institute of Munich


Joe Kennedy III ’99 Joins U.S. Congress


Former Faculty Profile: Linda Kaufman

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Contributing Editors Sherwood C. Haskins Jr. Janet Rosen Alumni/ae News & Notes Beth Jacobson Andrea Martinez Tracy Rosette

BB&N Digs into the Archives Thank You to Beth Jacobson

Advancing Our Mission 36

Annual Fund, Senior Class Gift, Senior Parents’ Gift, BB&N Daycare Center

Alumni/ae News & Notes 38 Golden Alumni/ae Luncheon 44 2012-2013 Alumni/ae Council 50 58 62

Design & Production Nanci Booth Float Creative www.floatcreative.net 781-582-1076 Photography/Illustration Brenda Bancel Andrew Fletcher Elaine Forbush ’13 Gustav Freedman Beth Jacobson Bridget Malachowski Eric Nordberg ’88 Tabitha Perry Miklos Pogany Al Rossiter Vaughn Winchell

Board of Trustees, 2012-2013 Officers Bracebridge Young, Jr., Chair Shelly Nemirovsky, Vice Chair Charles A. Brizius, Vice Chair Eric Slifka ’83, Vice Chair/Secretary David Randolph Peeler, Treasurer Thom Greenlaw, Assistant Treasurer J. Stuart Ablon ’88 Deborah Ancona Beth Myers Azano ’95 Joseph Chung Janine Cozier Thomas Dingman Diala Ezzeddine Jason P. Hafler ’00 James P. Honan Andre John ’83 Cory Little Philip H. Loughlin Louise Makrauer Joel C. Monell James F. Mooney III Jeffrey Moore Erica Gervais Pappendick Janet M. Storella ’74 Frederica C. Turner ’91 David Williams ’78 Head of School Rebecca T. Upham Front Cover: Illustration by Tabitha Perry

Correspondence may be sent to: Office of Alumni/ae Affairs (bb&n_bulletin@bbns.org or 617-800-2721) or the Office of Communications (communications@bbns.org or 617-800-2403), 80 Gerry’s Landing Road Cambridge, MA 02138-5512

Head of the Charles Former Faculty News Milestones






HOMECOMING BB&N promised the biggest and most spirited Homecoming the School had ever held, and the students, faculty, parents, and alumni/ae who attended on October 13th were not disappointed. Featuring a full slate of athletic events, food stands, carnival-like attractions, and communitywide fun for everyone, the day was a huge success. “Engagement is a crucial word for BB&N’s spirit and mission, and it was much in evidence at our remarkable and remarkably energized Homecoming,” noted Head of School Rebecca T. Upham. “Everyone seemed to catch, to lift up, to engage and celebrate ‘Knight’ spirit.”

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PICTURED: ❘ 1 ❘ BB&N football players entered the field through a tunnel of supporters. ❘ 2 ❘ “I need more cowbell!”—Thomas Hislop ’13 was happy to oblige. ❘ 3 ❘ The fields were a sea of yellow when the spirit towels came out. ❘ 4 ❘ The bouncy house was full all day long. ❘ 5 ❘ Girls’ varsity soccer players were impenetrable in their 1-0 victory. ❘ 6 ❘ Head of School Rebecca T. Upham and Assistant Head of School for External Affairs Woodie Haskins enjoy a light moment with Dick Chalfen ’60. ❘ 7 ❘ The Chorale (with some help from various alumni/ae) performed a soaring national anthem. ❘ 8 ❘ Isabel Coffman ’16, Bianca Philips ’16, and Sarah Kavoogian ’16 ❘5❘

❘ 9 ❘ Old and young knights lent an air of nobility to the festivities.



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Upper School Rallies Around Collaborative Art Project Upper School drawing teacher Miklos Pogany recently enlisted the help of BB&N students to transform an Upper School wall into an inspiring mural. Roughly 150 kids from all grades helped Pogany to fill in the blanks on the wall with lofty and hopeful ambitions. The idea was inspired by artist Candy Chang, who turned a decaying house in her New Orleans neighborhood into a giant chalkboard onto which people could complete this sentence: “Before I die, I want to….”


Teacher and Alumnus Cross Academic Paths at BU By Bridget Malachowski Upper School biology teacher Karina Baum has taught at BB&N for four years. However, BB&Ners aren’t the only students in the Boston area who are fortunate enough to benefit from her scientific expertise. As BB&N students head off to summer vacation, Baum travels across the Charles River to Boston University to teach an advanced summer course called The Biology of Cancer. Last summer, she encountered a familiar face in her BU classroom. When Anthony Moccia ’10 was a student at BB&N he took Baum’s senior elective, Experimental Biology, a laboratory course that covers many of the lab exercises and experiments that are normally contained in an introductory college biology course. In addition to his academic contributions to class, Moccia was also a very good lab-mate, according to Baum: “Anthony showed dedication and excitement to learn about new things. I was impressed with his focus, hard work, and enthusiasm.” That hard work brought him to Boston University where he is now studying Health Science at Sargent College, causing him to cross paths once again with his former BB&N teacher. Baum, a molecular biologist who has spent much time conducting research on cancer, noticed a few years ago that Boston University did not offer any courses on the biology of cancer even though “BU has many scientists doing research on cancer and related fields.” She decided to propose a new class on the subject where students study the role of genes in the development of cancer, focus on the environmental factors that affect disease progression, as well as investigate man-made pollutants and their cancerous effects. “I not only teach about the basic research behind cancer,” says

Baum, “but also look at the clinical approaches to diagnosis, the implementation of therapies and prevention of cancer, and discuss the roles and responsibilities of the general public, scientists, and policy makers.” Baum has received a Curriculum Development Award for the development of this course. In November 2011, Moccia wrote to his former BB&N teacher, curious about the BU course she taught and expressing interest in studying cancer. Months later, when Baum checked the final registration list for her course, she was pleased to see Moccia’s name on it. Although only a few years had passed since Moccia sat as a BB&N senior in Baum’s Experimental Biology class, Baum says he has matured academically: “Even though he was still the same ‘Anthony’ I knew, the level of sophistication of the questions he asked in class really impressed me.” While he may have changed a bit since his BB&N days, Baum says there are still plenty of ways in which he is the same. “He is still a very responsible, diligent, hard worker— overall an excellent student and very nice person.” When Baum imagines what the future hold for Moccia, she predicts him combining his love of hockey with his enthusiasm for science: “I see him integrating his passion for sports with his passion for helping people. For example, working in physical therapy, rehabilitation, or in something related to severe trauma.” This is the first time Baum has taught one of her former high school students as a college student, and she hopes it continues to happen in the future. “I’m a true believer in circular learning,” Baum says. “Having the chance to encounter a previous student in a more advanced stage of his/her learning is an added bonus for both


BB&N AROUND CAMPUS Hritz and Rogers Honored with Endowed Master Teacher Chairs In mid-November, Head of School Rebecca T. Upham announced Master Teacher Chair recognition for two esteemed, veteran BB&N faculty members. Bill Hritz (top right) has been named as the second recipient of The Jeanette Markham Master Teacher Chair, which honors the founder and first headmistress of The Buckingham School. The Markham Chair recognizes senior faculty for excellence in teaching and faculty leadership and acknowledges established faculty members who have made exceptionally valuable contributions to the life of the school. Hritz succeeds Middle School teacher Margaret Hardy ’61, who held the Markham Chair from 2009 to 2012. Hritz is a pillar of the Lower School community, having taught on the campus since 1985, first as an intern, then as a 2nd grade teacher, and for the past 22 years as a 4th grade teacher. Visitors entering Hritz’s classroom notice two things immediately. The first are the photos depicting every class he has led in his 27 years at BB&N: an impressive spectrum of smiling 9- and 10-year-olds who have grown up to become doctors, lawyers, teachers, and even a U.S. Congressman. The second noteworthy item is the piano that anchors the eastern corner of his classroom. A talented pianist, Hritz is widely known for starting each day at the keyboard accompanied by 20 students singing along. “Those musical morning meetings are the essence of Bill,” says his longtime colleague Bev Malone. “He’s a master of bringing young people together.” His teaching legacy has earned Hritz widespread acclaim from students, parents, and colleagues alike. Combining a calm, steadfast, caring demeanor with a deep understanding of children, Hritz is able to take complex curricula and organize it into clear, step-by-step learning processes. His literary and math skills are strong; in fact, he is an adjunct faculty member of Lesley University, where he has taught a math course to aspiring teachers in the graduate program. Equally strong are Hritz’s talents 6

in guiding students through social and emotional issues. The close connections he forges enable him to work with students on difficult situations in a way that allows them to feel positive about themselves. “Bill creates a beautiful classroom environment,” writes a former colleague, “carefully designed to speak to the children’s interests and needs, and one in which the children feel ownership. He sets a tone that allows children to be themselves in the pursuit of high standards.” Bill Rogers (2nd from top) has been appointed the second recipient of The Paideia Master Teacher Chair, which takes its name from the ancient Greek noun paideia meaning “education” or “training.” The Chair reflects the importance of the life of the mind, and the essential role that BB&N faculty play in the life of the School by training young minds for the future. Rogers succeeds Upper School teacher Rob Leith, who held the Paideia Chair from 2009 to 2012. Within the Middle School community, Rogers combines the wisdom of experience with the enthusiasm of a teacher who continually delights in his students, colleagues, and the life of the school. Rogers has created a long and varied legacy of contributions to BB&N. He first joined the faculty in 1974, hired to be a 3rd grade teaching assistant and JV boys’ soccer coach. At the Lower School he served in several ways, including as the head of LS athletics and the lead sixth grade teacher before moving to the Middle School in 1979 to teach history, advise students, and coach soccer. He became the Middle School history department chair in 1992, and during his tenure has guided substantive curriculum changes that add vitality and relevance to the courses. Beloved by generations of students, Rogers provides in his classes a balance of deep

intellectual inquiry, the skill-development to empower students to show what they understand, and most importantly, humor that encourages adolescents to enjoy every minute of the process. Around campus, Rogers is a steady and warm presence, a teacher with whom students love to engage. He often visits with students during break and lunch, enjoying humor-filled, casual conversations about everything from current events to weekend plans. Among the faculty, Rogers is an anchor of calm, common sense, and generosity. At their request, he has mentored dozens of teachers across departments new to the Middle School; they immediately recognize that he is a master of teaching technique. Mary Dolbear, director of the Middle School, knows that Rogers is indispensable to the community. “Bill has demonstrated a deep commitment to this school over the years. He is passionate about this age group, and he knows what really matters.”

BB&N Fall Athletic Snapshots BB&N athletes put on a show as usual this fall season. See below for a taste of the action:

Field Hockey: Rebecca Moore ’14 maneuvers down the field

Boys Soccer: Josh Wong ’14 controls the ball as he heads for goal Fooball: Patrick Champagnie ’14 races towards the end zone

Boys Cross Country: Chris Keegan ’14 sets the pace

Girls Cross Country: (R to L) Emma Toner ’14, Alicia Kaneb ’13, Sophie Olmstead ’14, and Sophia Taibl ’16

Volleyball: Amanda Lifford ’15 gets up for a spike

Girls Soccer: Tori Penta ’14 chases down a pass


BB&N AROUND CAMPUS Letter from Board Chair Brace Young Greetings. It is a genuine honor to be entrusted with the chairmanship of this incredible institution. BB&N is where each of my three children (Mari ’14, Brace ’14, and Tristan ’17) have attended since the early grades and it is impossible to overstate how much this school means to them and to our family. My fellow board members and I are so appreciative of the remarkable dedication and talents of the teachers, advisors, coaches, and staff members who make the education and well-being of BB&N’s 1,007 students their highest priority every single day. I believe it’s never a bad thing to remind ourselves how special this place is: BB&N truly is a standard-bearer in the realm of independent day schools. And your outstanding support of this school—whether it’s philanthropic, volunteerbased, or even just word of mouth—makes a big difference. This world-class reputation challenges us on the board to stay diligent in our most fundamental responsibility: shaping the strategies that will help our school stay at the cutting edge and continue to succeed in its mission to promote scholarship, integrity, and kindness in diverse, curious, and motivated students. I’d like to share a few quick snapshots of some things we’re focusing on at the board level this year:

s 7EAREDEVELOPINGAhDASHBOARDvINITIATIVEAFORWARD THINKING STRATEGIC ANDMEASURABLEWAYOFMONITORINGKEYMETRICSAROUND BB&N and its mission. It is our incredible fortune in this effort to have the guiding wisdom of board members such as Jim Honan of Harvard and Deborah Ancona of MIT, two of the nation’s foremost thinkers in their respective ďŹ elds of management. Whereas most organizations tend to focus on ďŹ nancial metrics with their dashboards, our board members have emphasized how important it is for us to take an even wider view with BB&N’s, to make sure that we help sustain the values and the “soulâ€? of this school. This will present a fascinating challenge: for instance, how does one measure “kindnessâ€? or “sense of communityâ€?? For my part, I applaud the grass-roots energy that’s been invested by our students in recent years to cultivate and strengthen the sense of connectedness both within and among our three campuses. This is important stuff: the more bridges we build to unite our various and diverse communities, the stronger BB&N becomes for everyone.

s !SALWAYS MAINTAININGOURWELL ESTABLISHEDTRACKRECORDOFPRUDENTMANAGEMENTOFTHESCHOOLSENDOWMENTREMAINSACONSISTENT high priority. The most recent report shows BB&N’s performance to be in the upper quartile of peer institution.

s 7EAREPAYINGKEENATTENTIONTOTHEMISSION ENHANCINGPOSSIBILITIESOFFEREDBYTWOPOTENTIALFACILITYUPGRADES4HElRST FORWHICH we are in the crucial late stages of fundraising efforts, is the construction of an onsite faculty/staff cooperative Daycare Center (see page 33). The second project, which is still in an exploratory phase, would be a renovation of the Middle School facility that Head of School Rebecca T. Upham described as “transformative� in her letter earlier to the community earlier this fall.

All of us on the board are excited to join with the entire BB&N community—administrators, teachers, students, parents, alumni/ae, and more—as we work to keep Buckingham Browne & Nichols at the forefront of this nation’s ďŹ nest schools. Brace Young P’14, ’14, ’17 Chairman, BB&N Board of Trustees


New Trustees Named for 2012-13 BB&N welcomes six new trustees to the School this year.







1 I Beth Myers Azano ’95 s Beth, a BB&N alumna from the Class of 1995, serves as chair of the BB&N Alumni/ae Council. s She is an attorney in the Office of the General Counsel for Partners HealthCare System, Inc. s Beth is a graduate of Georgetown University and received her J.D. from Boston College. 2 I Janine Cozier s Janine and her husband, Anthony, are parents of BB&N students Antoinette ’15, Abigail ’17, Cordiana ’19, and Nathaniel ’21. s Janine is the lead teacher in BB&N’s After School Program on the Lower School campus, and serves as president of the BB&N Parents’ Association. s She received her B.A. from Northeastern University. 3 I Diala Ezzeddine s Originally from Lebanon, Diala works as chief business officer at X-Chem, Inc., a pharmaceutical biotech company in Waltham, Mass. s She and her husband, Hashim Sarkis, are the parents of a BB&N third grader, Dunia. s Diala has a B.S. from American University of Beirut, and a Ph.D. from Harvard Medical School.

5 I Phil Loughlin s Phil and his wife, Ellie, are parents of BB&N students Chris ’13 and Katie ’14. s Phil is a managing director at Bain Capital Private Equity in Boston, Mass. s Phil is a graduate of Phillips Academy Andover, Dartmouth College, and Harvard Business School.

4 I Erica Gervais Pappendick s Erica and her husband, Ted, are BB&N parents of Will ’20, Jack ’22, and Quinn ’24. s A graduate of U. Mcichigan, She is the owner of Gervais + Co., offering fine art collection consulting services.

6 I Janet Storella ’74 s Janet is a board-certified radiologist who serves as president of the Doctors Groover, Christie & Merritt practice in the Washington, DC, region. s An alumna from the Class of 1974, Janet graduated from Harvard in 1978 and received her M.D. at Case Western Reserve.

Hurricane Sandy Impacts Hundreds of BB&N Alumni/ae BB&N followed with deep concern the reports and photos coming out of New Jersey and New York in addition to other heavily impacted regions as Hurricane Sandy battered the East Coast in late October. After the storm hit, Head of School Rebecca T. Upham sent a letter to the more than 700 alumni/ae families who reside in the most dramatically impacted areas. “Please know we are thinking about you,” she wrote. “Stay safe and we hope you’ll contact us if there is any way in which we can be of help.” Kristaps Aldins, a 2000 alumnus who is the head baseball coach at Stevens Institute of Technology in Hoboken, N.J., checked in with the Alumni/ae Office on November 1st with this firsthand account:

“As some may have seen on the news, our city most certainly has gone through some trying times the past few days.... During the storm and in the days afterward, I volunteered at Stevens with the on-campus emergency response team. We most certainly had some sleepless nights, but everyone on campus was able to escape without any injuries. The campus only sustained some minor damage and some downed trees. “Dealing with this hurricane at Stevens has taken a full team effort and I am confident that the experience will bring all of us even closer together.” For Kristaps and all the other members of our alumni/ae family, BB&N sends its best regards and we hope that all have come through the storm safely.



BB&N AROUND CAMPUS Amber Wolf, Chabelis Byamana, and Molly McGourty

Victor Mahdavi and Anthony Deras

The famous Biv climbing wall

Following a 60-year tradition, ninth graders packed their bags this September and trekked up to the mountains of New Hampshire for the 12-day outdoor camping, bonding, learning, and team-building experience known as “Biv.” Former Bivouac Director celebrates 50-Year Milestone Former Bivouac Director Hunt Dowse ’65 hit an impressive milestone this fall when he attended his 50th Bivouac. Dowse, who also taught Upper School history, crew, and wrestling, first attended Biv as a freshman at B&N, and now rejoins the progam every year to help with set-up, take-down, and any number of helpful tasks in between. “One of the real treasures of a school like BB&N is the people who help behind the scenes even after their formal associations with the School have passed,” says current Bivouac Director David Strodel ’78. “Hunt’s expertise and insight are an invaluable resource as we grow and adapt the program.” Dowse recently spoke with The Bulletin about his history with the Bivouac program:

Bulletin: Do any vivid memories stand out from your first Bivouac as a freshman in 1961? Dowse: During Bivouac we had a forecast for a hurricane and had to tie all of our kitchen tarps, tents, and everything else down with additional ropes. We got in extra firewood, helped each other, and kept our fingers crossed. The storm missed us but we got a good drenching rain. It taught us all that the preparation was a good idea. Bulletin: What would you say has changed the most since 1961? Dowse: The size of the program has changed the most. On my Bivouac in 1961 there were 45 boys and eight staff. The location was in a fairly remote part of Maine but the pond where we swam in the morning (100% Club) and afternoon was only a five-minute walk from the squad areas. The biggest change to the program came as the result of the new BB&N with girls and boys together in a much larger program. The size and curriculum have changed over the years but the basics are still the same. Bulletin: What would you say has changed the least?

LEFT: Dowse on the zip-line at this year’s Bivouac RIGHT: Dowse working on an A-frame circa 1970


Dowse: Bivouac still accomplishes the goals that Gibby Graves and Alan Sturgis set for the program back in the early 1950s. These include getting the entire class together for a common yet uncommon experience at the start of the Upper School years, living in groups of peers, cooking, and cleaning and managing the squad areas. Living essentially outside for almost two weeks, taking courses, seeing new opportunities—these are all the same. It’s this interaction within the squad that is still the key to the experience. That and the interaction with the faculty and the students…it’s pretty special. Bulletin: What is your favorite part of the program? Dowse: There are many really significant Bivouac traditions—setting up the A-frames, climbing the mountain, cooking that first meal, writing squad reports, Bivouac Day and the wet-day fire, solos—elements that all students and staff remember. It is always a poignant moment when we first hear the buses off in the distance, coming up the long hilly road to Bivouac, and the realization that this program has endured all these years and is still as important as it was on the very first Bivouac.

Third Graders Sing National Anthem at Harvard University’s Evening of Champions When Harvard University needed a choir to sing the national anthem at their Evening of Champions event in September, they knew just who to contact: BB&N Lower School. “Music teacher Ada Park-Snider and I thought it would be great exposure for the School and a unique opportunity for our kids,” says fellow Lower School music teacher Debbie Slade. The hundreds of fans in attendance at the Harvard rink were not disappointed as the third graders sung their hearts out to open the annual event, which hosts performances by local and national Olympic-level skaters to raise money for the Jimmy Fund. Performing without musical accompaniment, the students sang from the Harvard hockey box and put on a performance to remember.

(photo by Brenda Bancel)

Seventh Graders Get Creative with Rube Goldberg Machines Seventh graders spent the day in the Nicholas Athletic Center at the Upper School campus in mid-October competing in the Middle School’s sixth annual Rube Goldberg Day.


After breaking into six teams, the students worked together to create machines that would deliver a pie into the face of one of their good-natured science teachers. The goal was to use common objects such as books, dominos, different sized balls, and in one case an exploding soda bottle, to launch a chain reaction which culminated in the pie-in-the-face payoff. The event plays an important role in the seventh grade science curriculum by allowing students to work collaboratively on a fun project while still focusing on relevant physics and science ideas. Named after cartoonist Rube Goldberg’s famous drawings of multiple-step contraptions which result in a simple, everyday action, the Rube Goldberg machine has become an annual favorite activity for the Middle School.

❘2❘ PICTURED: ❘ 1 ❘ Elizabeth Bowen and Rachel Markey go over the details of their Rube Goldberg machine. ❘ 2 ❘ Seventh graders test out their apparatus. ❘ 3 ❘ Trevor Khanna looks on as MS Science teacher Heather LaRocca prepares to get hit with a pie. ❘ 4 ❘ Danny Noenickx, Armando Hazaveh, and Owen Hakim work together as a team. ❘3❘

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Alumni/ae Spotlight on the Arts Film s Video s Theater s Photography s Books s Ceramics s Music s Design s Sculpture s Drawing s Painting s Architecture

Julie Rofman ‘96 ❘ 1, 2 ❘ Julie Rofman is an artist, sculptor, and jewelry designer. She combines each of these talents to stunning effect in her beaded bracelet and necklaces that are hand-woven on a loom and inspired by Bauhaus designs. The cuffs and necklaces are made up of different glass beads— matte, translucent, opaque, and shiny—and feature a unique clasp system that she developed to fit all wrist sizes. Each piece is thoughtfully handwoven on a bead loom with help from a group of artisans Julie employs in Guatemala. Three of the artisans recently built houses solely from the income they received weaving Julie’s pieces, a highlight in her career thus far. Prior to her career as a jewelry designer, Julie’s focus was on painting, an interest that began at BB&N under the guidance of John Norton. She went on to receive a B.F.A. from Tulane University and an M.F.A. from CSU Long Beach. Exhibiting for the last ten years in galleries in New York and Los Angeles, Julie will be included in the upcoming group exhibition, “Beyond Bling,” at Claire Oliver gallery in New York. www.julierofmanjewelry.com Monique Johannet ’75 ❘ 3 ❘ Monique Johannet’s paintings and objects interweave image and text, and complicate her minimalist affinities with her flair for vexation, heartache, and the emotionally fraught. “Is It Something I Said?,” her recent show at the Boston gallery Carroll and Sons, took as a starting point the lovelorn cartoon women painted by Roy Lichtenstein in the early 1960s.

The Boston Globe wrote that the show “plunges into rich conceptual territory about love objects, yearning, painting, and feminine identity.” Monique writes of this work on her website: “Sometimes repainting a Lichtenstein image felt like covering a song— maybe Wishin’ and Hopin’ by Dusty Springfield, or Chapel of Love by the Dixie Cups…. By altering the words in the paintings, I hoped to let the women speak for themselves….” Monique lives in the Boston area with her husband and two papillons. www.moniquejohannet.com Sarah Lubin ’98 ❘ 4 ❘ Sarah writes, “My paintings are often connected, but not restricted, to pieces of memories or thoughts that have slightly uncanny elements, and that create an uncertain mood. In my recent paintings I’ve tried to depict moments distilled in space and time, drawing attention to details of life that may not seem realistic and yet have something familiar about them. A mostly ordinary scene is turned into something stranger and more fantastical in the same way memory can function. My interest in the history of art inspires my concern with composition and color relationships that guide the painting as formal elements become cohesive in the interlocking of figures and narrative. “I received a B.A. in Art History from McGill University and an M.A. in Art History from Columbia University before receiving my M.F.A. in Painting from the Massachusetts College of Art and Design. I am currently teaching at UMass Lowell and divide my time between teaching and working in my studio.” www.sarahlubin.com



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Please send submissions to alumni_affairs@bbns.org or mail to BB&N Alumni/ae Affairs Office, 80 Gerry’s Landing Road, Cambridge, MA 02138

Richard Chalfen ’60 ❘ 5 ❘ Have you taken pictures in restaurants, in church, in a hospital, at funerals? “Borrowed” pictures from a relative’s family album? Thrown away family portraits? Hung a motherin-law’s photograph in the bathroom? Sent out a sexy Christmas card photo? From the author of the internationally known Snapshot Versions of Life comes a new book about light-hearted and serious “photo faux pas,” accidental mistakes in judgment when taking family snapshots. Ordinary people reveal their dilemmas through personal letters written to a newspaper advice columnist. Photogaffes is organized into three sections: film-based photographs (prints and slides), digital snapshots, and camera phone pictures (iPhonography). Columnist responses clarify bad manners and offer constructive ways to repair personal relationships damaged by taking or showing the “wrong” picture to the “wrong” person. Today, everyone is a photographer, and all readers will find themselves in these pages. While we are re-inventing and re-designing cameras, we are likely to overlook questions of how new cameras might be re-inventing us. www.photogaffeschalfen.com

that same year to Rosalie, a writer. We bought a house and our first son, Jack, was born in 1987, followed by a second son in 1991. I have been working and living in Boston ever since. “I have been fortunate to work on many wonderful projects, including the Davis Museum at Wellesley College with Rafael Moneo, and the Genzyme Center in Kendall Square with Behnisch Architekten. Recently in my own practice, Scott Payette Architects, I had an opportunity to design Boston’s cable access television studios— Boston Neighborhood Network (BNN). As a diagnosed dyslexic, BNN and BB&N were and are forever entangled. This project was an adaptive reuse of an abandoned MBTA power substation. It was originally designed for generating DC power for the elevated Orange Line on Washington Street. The project was an opportunity to engage past and current architectural styles, marry old and new uses, and to give life to a dynamic and colorful creative studio space for a part of Boston’s creative environment. The television station is a non-profit alternative media outlet and education center that is heavily patronized by minority communities. Located in Egleston Square, one of Boston’s struggling neighborhoods, it has been loved and respected, becoming a cultural anchor for that neighborhood. It has been a joy to see folks so excited about their learning and working environment. And to witness the community knowing and appreciating good architecture.”

Scott Payette ’75 ❘ 6 ❘ Scott writes, “After BB&N I attended the University of Pennsylvania, graduating in 1980 majoring in Design of the Environment and Sculpture and to earning a B.F.A. in Sculpture in 1982. I then went to Harvard Graduate School of Design, completing a Master’s of Architecture in 1986. I was married




The College Question An Inside Look at BB&N’s College Counseling Office “No!” scolds Amy Selinger from the swivel chair in her office at the Upper School campus. Selinger, BB&N’s Director of College of Counseling has been taking a break from a hectic deadline to talk about the application process, and the thoughtful, empathetic counselor has morphed suddenly into a protective den mother. The mistake was mine, substituting “college placement office” for “college counseling office.” It’s a distinction that embodies the philosophy of Selinger’s office, and she will not allow it to go unchecked—not with the psyches and well-being of 130 seniors at stake. “The way I think about our college counseling process is that it’s a scaffold…we provide the structure and the framework that students move through and we have different places where we prevent them from falling through the cracks and catch them,” Selinger says. “We aren’t placing them at all.” Theirs is a holistic approach, one that seeks to guide students along the journey to the college that will be the best fit, rather than a bullet point for a future resume, or a trophy on a shelf. “We define ‘the best school’ as the college that is the correct match for you,” says Selinger. However, this perspective can be a difficult sell, especially for the many parents and students for whom the college application process takes on a watershed-event momentum—one with unrealistic expectations and unmanageable stress. So, how does BB&N’s college counseling office handle this essential and vulnerable stage in a student’s life? Well, if one were to look at results and statistics, the answer would be “exceptionally well”—a glance at the college matriculation list from the past five years would impress any observer. But woe to the person who defines Selinger and her cohorts’ success by such calculated means—after politely berating you (and perhaps beating you gently), they would explain that the real answer sounds more like, “with a lot of love, and a lot of empowerment.” I recently sat down with Selinger and her colleagues (Mo Zelaya, Fred Coyne, Katie Gayman, and Sarah McDonald) to sort through the landscape that BB&N seniors are treading right now: the realities of the college application process. 14

by Andrew Fletcher

From left: Mo Zelaya, Fred Coyne, Sarah McDonald, Amy Selinger, and Katie Gayman

Development, Ownership, and Empowerment:

The Student Piece

good fit for them. Then the onus is on them to follow up through visits, information sessions, talking to BB&N alums at those schools, etc. Of course, the counselors guide them along and make suggestions if necessary, but ensuring that the student owns the process is essential.

“Our first conversation with a student doesn’t even mention college,” laughs Gayman. “It’s about learning who these incredible kids are. This process is a vehicle for development and growth at a very important phase in their lives.”

“We affirm parents’ belief in their own children,” Selinger says. “We show parents that we know their children, and we will advocate and fight tooth and nail for them. But, let’s empower them to get through this as developed human beings and know that they’ve made the decision in the end.”

Development, ownership, and empowerment: these words continuously pop up throughout our conversation, while other more tangible terms you might expect—test scores, extracurriculars, grades—are conspicuously scarce. These requisite academic pieces receive due diligence, but the emphasis is on the student as a person, and not how he or she looks on paper.

“Because,” interjects Gayman “that decision is not an end in itself. Once you are admitted to a college you still have to go, and then you have to meet your roommate, and then you have to do laundry, and go to class, and make friends…this is just a step in your life journey, so having the ownership over that decision is huge.”

“For students, this is a process of self-discovery: who am I, who am I going to be, and where are the best places that will allow me to grow into that person,” says Selinger. When the discussion of potential colleges begins at last, the first inclination of many seniors is to take the easy way out. “I have kids begging me all the time, ‘Just tell me where I should go!’” says Coyne. “But that takes the outcome out of their hands, and it doesn’t serve them well in the end.” Instead, each student is asked to survey the landscape, research, do more research, and compile a list of ten colleges they think might be a 15

Dealing with Denial and Managing Maybes:

The Parent Piece A surprisingly large portion of BB&N college counselors’ time is spent not with students, but rather with what Selinger terms as “reeducating parents.” Counselors start early on, working with freshman and sophomore parents to define what a “good school” means to them, and discussing frankly the competitive nature of college admissions today. “Yes, parents need to understand how hard it is to get in,” Selinger says, “But, they also need to realize that 30 years ago there were fewer colleges and universities that had the access, the professors, the engagement, and the research to rival the selective group of so-called ‘top’ colleges. Now there are many more excellent schools to choose from.” Parents are invited to talk with their child’s counselor at least once during the application process, and most families take advantage of that. Additionally, Selinger’s office hosts a slew of informative parent evenings, including a parent coffee called “Dealing with Denial and Managing Maybes.”

“Our first conversation with a student doesn’t even mention college. It’s about learning who these incredible kids are. This process is a vehicle for development and growth at a very important phase in their lives.” Even the most even-keeled parents go crazy at some point during the process. “At least once a week during application season, I have a parent crying in my office,” notes an empathetic Selinger. Her colleagues laugh; each is well trained to keep a Kleenex box close at hand. “Ironically, it’s usually easier to defuse kids’ emotions than parents’,” smiles Coyne. “With parents, a large part of it is tied up in a general sadness over the idea of their kids leaving the house, and in many cases they blame themselves when a decision doesn’t go a certain way.” Another pet-peeve among the counselors is the common mistake of putting too much weight on an acceptance or rejection into a specific college.

As the counselors explain, most parents are very open to guidance. At the same time, however, many are unaware of the messages they might be sending as they try to “help” their kids get into college.

“Parents often assign admission into a group of colleges as a stamp of approval. They’re giving that power over to a random group of people (admission officers) they’ll never meet,” she notes. “Ultimately the only thing being decided is where your child is going in August, end of story. It shouldn’t be a referendum on being a good parent or a successful student.” Parent interactions can be surprisingly profound as well. Often, the most rewarding parts of the job are the epiphanies that emerge unexpectedly. Zelaya recounts one such powerful moment from a parent/ student meeting to discuss the personal essay for an application.

“In a community that tends to be highly educated, filled with high achieving and highly ‘successful’ people,” says Selinger. “It’s easy for a parent who has invested so much in their child’s education to have the mindset of: ‘Let’s not screw it up the last quarter of a mile here. Let me help you.’ And that message gets interpreted by the student as, ‘we don’t trust that you can do this on your own.’”

“The essay was essentially about this student’s perseverance in coping with his parents’ divorce, and it was the first time the father had heard these emotions conveyed in any shape or form. I could sense both of them getting really choked up, and through my feedback in trying to get deeper into the matter—(which the essay really needed!)—it became a really wonderful moment for these two people.”

“The coffee, in particular, is an opportunity to coach parents on how to talk to their kids when disappointment may come,” Gayman says. “This is often the first time that they’ve heard ‘no’, because a lot of these kids have been so successful already.”


Not a Meritocracy:

The College Piece Perhaps a college counselor’s biggest challenge is fighting the student inclination to think, “I have to get into this college,” and demonstrating why that’s not the case. “There is no formula for being admitted to a college,” Selinger says. “The problem is, you have all these people trying to compile the perfect resume, and it doesn’t matter.” This is because the hard truth is that a college’s needs define its admission priorities. Every year universities have criteria they need to fill: an orchestra, a football team, a Latin class, geographic balance, gender balance—the list goes on and on. “Someone can have great scores, great grades, and amazing extracurricular profile, including community service…but it doesn’t guarantee anything,” says Selinger. “It’s not a meritocracy.” Zelaya experienced the other side of the process for years at Trinity College in Hartford, where he was an assistant director of admission: “I fought so hard for kids who I thought were great matches for an institution, but in the end, because of those priorities, we had to say, ‘no.’ It was heartbreaking, because that child didn’t do anything wrong.”

smile warmly, reflecting on similar experiences, and the room become charged with emotion as Selinger reads: I just got back from Parents’ Weekend at Anonymous University…and had an incredible time. Truly an amazing place—so warm and positive and happy. Remember when you said in your presentation that you sometimes get chills when graduates tell you how happy they are? Well, I had chills all weekend. I have never seen my daughter happier in her life (and that’s with acknowledging it’s more challenging academiccally than she expected). She has incredible friends, loves her classes, and she’s applied to be a tour guide with the admissions office. Anyway, we were going for a run and she recalled that you told us (in our first meeting) that you thought Anonymous University would be a ‘great fit’ and a ‘perfect place’ for her. So she says, ‘Boy, Ms. Selinger was really on her game with me, wasn’t she?’ Too funny. I know we’ve thanked you numerous times before, but thank you! Even if a follow-up question to the counselors seemed cogent, it would have proven difficult to get an answer—you might say the room had become a little smoky. That’s what happens when you care. ❂

And sometimes, not getting into a certain college is a blessing in disguise. Take the story of a student who obsessed over getting into Dartmouth, and after undergoing great emotional turmoil wound up at a different school. When she visited BB&N as a college freshman the next fall as, she revealed that she “had no clue” why she applied early decision to Dartmouth, and that she “didn’t even like that school.” “It’s a common theme that the counselors hear all the time,” Gayman says. “In retrospect she was able to say, ‘I’m really glad I ended up where I did; the process worked in my favor.’”

What Happens When You Care:

Reaping the Rewards As the counselors discuss these topics, they groan, nod, clench, and gesticulate—put simply, they really care. When asked what they are most proud of as an office, Selinger doesn’t hesitate for a moment. She pulls me over to her computer to look at her “February file”: an ever-growing database of meaningful letters and emails that she leans on during the coldest winter days of college application season. Selinger paints the story of a student who applied early decision to a very selective college and was deferred, wanted desperately to go to another school that strung her along but never accepted her, and finally decided to attend another college altogether amidst much angst. Following a visit to his daughter’s college her freshman year, the student’s father emailed Selinger. The others counselors look down, and


Adams &


Eric Adams ‘94, left, and Angus Beasley ‘94

by Peter DeMarco

Eric Adams ’94 and Angus Beasley ’94 had never built a latrine in the woods before. Who at Freshman Bivouac had? But if the bar was set low, the two friends sure didn’t know it. Grandly situated on a high bluff overlooking the lake, Adams and Beasley’s outdoor bathroom had it all: a seat the height of a standard toilet; a well-strung overhead tarp to provide privacy and protection; excellent ventilation; a toilet-roll hanger made from the perfect stick; even a bench to set magazines and canteens on. 18

“Because of the ventilation it didn’t smell at all. It was dry. It was beautiful,” Beasley recalls. “I would use it today.” Adams figured that if they were stuck building a latrine, why not make one that was totally awesome? “We tried to think about it in a holistic sense. It was something you could actually enjoy going to,” he says. “It seems funny to talk about, but as I sit and think, it’s an approach that Angus and I take now. The approach that everything matters.” More than 20 years later, Adams and Beasley are still building bathrooms together — albeit, the $300,000 kind. Their high-end custom building and remodeling business, Adams &

Beasley, Inc., of Carlisle, is booming, with jobs all over Greater Boston and a staff of nearly a dozen employees. From penthouse roof decks to home gyms with rock-climbing walls to old country barns restored to glory, they do it all. That the pair have remained best friends is no surprise: they clicked the moment they met in eighth grade English class, eventually wrestling, rowing crew, and singing in the Knightingales together. They shared a passion for building things, too, each having learned carpentry from an uncle who was in the trade. The idea that Adams and Beasley would be business partners, however, never dawned on them while they

were at BB&N, or when they went their separate ways in college. By 2004 Adams had started his own remodeling business, and Beasley had taken up cabinet making. By chance, they bumped into each other on Charles Street in Boston while headed to job sites on the very same block. It was like old times and by that night, they’d decided to give partnership a try. Joining forces, they were warned, might ruin their friendship. “Partners are for dancing, not business,” chided one of Adams’ clients. But being best friends, it turned out, actually made their business stronger. Their shared success, in turn, has brought Adams and Beasley that much closer. 19

“A lot of people lose the relationship by getting mired in a situation or detail at work and taking it too seriously,” Adams says. “We say to each other, fairly frequently, ‘I love you like a brother.’ That’s the connection. It’s kind of unbreakable in that sense.”

BEASLEY: I’m the president and he’s the treasurer, but we found out the treasurer actually has more power. I’ll say no, forget about the margin, this needs to be beautiful. And sometimes Eric says, “No, it doesn’t have to be this beautiful. It has to be about the margin.”

“It’s not that we never disagree,” Beasley says. “But a lot of the time Eric and I will actually end up fighting with each other while saying the same thing. I’m saying it from the Yin and he’s saying it from the Yang. Then, we realize we’re arguing to a place we’re actually in agreement over.”

ADAMS: Angus is much more detail-oriented, and that brings a huge, critical component to our production. At our Christmas party last year we gave out these funny awards, all kind of half-truths. Angus’ award was the “Your Perfect Is Not Good Enough For Me Award.” It read, “Striving for a level of excellence only a truly unassailable, infallible artist could achieve... by purging any potential profit from any job.”

“As long as we trust each other,” says Adams, “which we’ve been doing for 23 years, everything else is easy.” Interviewed in their workshop — at the time, home to an 8-foot stained-glass “half-rose” church window they were restoring — the alums talked about their enduring connections to BB&N, their work, and each other.

BEASLEY: Eric shows up to a site and the guys start running faster. I show up and the guys start worrying that I’m going to pick apart all the minutia that maybe they had tried to sweep under the rug. Those two things are kind of complementary aspects that we bring.

BULLETIN: Take me back to when you first became friends.

BULLETIN: What’s most memorable from your time at BB&N?

BEASLEY: There’s kind of a funny story. In eighth grade he came over my house, which was on this hill, and we had this neighbor who had a go-kart that didn’t have a motor. So we thought it would be a great idea to bring it to the top of the hill and pile, like, five kids on it. Eric said if something should go wrong he would sit in the front and be the brakes. So we start going down the hill...

ADAMS: People always think about the academic portion as the most important thing, and that’s obviously important. But I can remember the evening after a grueling wrestling practice halfway through our senior year when Angus called me up. I’d already lost 8 pounds to get from 168 to 160 and was really feeling lean and mean. Angus said, “You have to drop another weight class so all the holes in our lineup are filled up. It’s the only way we can get to the Graves Kelsey Cup and win.” At the time I was kind of pissed at him, but ultimately that phone call was kind of a turning point in my life because the pressure that Angus put on me forced me to work that much harder.

ADAMS: ...and we’re about to hit a manhole cover. I was like, “I gotta bail!” I went to jump off but we were moving too fast. BEASLEY: The thing went right over his leg and broke it. ADAMS: So, I’m lying by the side of the road — I was in shock or something — and I’m like, “Angus, go get me two pieces of wood and some rope and we’ll build a splint.” He goes into his house and he comes out with a magazine to ease my anguish. I’m like, “Where’s the rope and the wood?” It’s that kind of camaraderie. BULLETIN: In another life could you have been just as happy running, say, a hot dog stand together? Or did it have to be about building things?

That degree of pushing each other, either sparring at practice or rowing in the same boat and having to compensate for each other—he’s tall, I’m short—helped make me who I am. BEASLEY: For us it was always, “Let’s get better.” I think this is partially what BB&N meant for me. Hard work, stick-to-itiveness, setting goals and working towards them. You can always learn more and get better at what you do. We still feel that way. BULLETIN: What has being in business together taught you about your friendship?

BEASLEY: I don’t think it could have been anything. We had this connection through the trades because of the work we did summers and vacations for our uncles doing tiling or roofing or digging ditches. Not a typical experience for a BB&N kid, I would say. So, we both had that.

ADAMS: That the relationship is the most important thing. The business decisions we are making, it’s not like any of them are saving any lives.

ADAMS: It would have to be a very specific business because Angus and I are both tickled by very specific things. Part of it is this very physical, tangible craft production we do. Part of it is the ability for us to sit and take hours of each other’s time talking about the most minute details. We’ve thought about owning a restaurant. Perhaps we could be fishing boat captains together. But could we be in software sales? No.

BULLETIN: What makes a successful friendship?

BULLETIN: How do you divide the responsibilities of running your company? Who’s the hammer and who’s the nail, so to speak? 20

BEASLEY: That it’s a balancing act.

ADAMS: Trust, implicitly. Fun. Laughter — that’s the backbone. You’ve got to have the ability to brush the dust off your shoulder from the day and have a beer and make fun of each other. BEASLEY: I was going to just say that. I think listening is a big part...and taking joy in your friend’s success. Humility is important, but I’ll go on the flip side of that: dreaming, reaching,

Samples of Adams and Beasley’s work include this 2009 roof deck in Beacon Hill and a 2011 Back Bay brownstone restoration (see page 18).

“For us it was always, ‘Let’s get better.’ I think this is partially what BB&N meant for me. Hard work, stick-to-it-iveness, setting goals and working towards them. You can always learn more and get better at what you do. We still feel that way.” stretching, challenging yourself and the other person to succeed. Then, to share in that success and revel in it. BULLETIN: Where would you be without each other? ADAMS: There are a lot of well-established builders in Boston, guys who’ve been around 30 or 40 years. We’ve been joking for years that they’re our competition, but the reality is that with

each passing year, and each peg in the board, we’ve caught up. We have a proven track record and reputation. That wouldn’t be there without both of us. BEASLEY: How could I run this business without Eric? I would be at a loss. (This interview was condensed and edited for clarity.) ❁



By Kim Ablon Whitney ’91

Eliza Petrow ’96:

Addressing AIDS/HIV in Rural China When Eliza Petrow chats about naps, babysitters, and developmental toys, she seems like many new mothers. But this mother to nine-month old son, Henry, has already birthed a NGO (non-governmental organization) that has helped scores of HIV-positive children in China. Without assistance from Petrow’s Pediatric AIDS Treatment Support (PATS), many of those children would not be alive today. Petrow grew up in a close-knit family in Watertown that valued community and giving back. Philanthropy wasn’t just a vague term for Petrow and her two older siblings— it often came in the form of her parents inviting someone down on their luck to live at their home. “I grew up wanting to emulate my family spirit of helping others,” says Petrow, who was president of the Social Services Club at BB&N. ( Jonathan Petrow ’89 and Jenny Petrow ’92 are also both involved in charity work.) At Wesleyan, Petrow majored in Chinese History and became fascinated with the Chinese way of life. After graduation, she taught in a foreign language school in Central China. Once there, she also became involved with a local, rural school. “What I saw was that if kids were sick or their parents were sick, they couldn’t access the education available to them,” says Petrow, who is proficient in Chinese, French, and Spanish. PICTURED AT LEFT: Petrow in Funan, Anhui Province, China, with (from right to left) PATS child Yao Tian, his grandfather, a relative, and his older brother.


“China was just my place” After returning to the U.S., Petrow earned her master’s degree in Public Health from Harvard. She spent time in South Africa with Mothers2Mothers, helping to prevent mother-to-child transmission of HIV. But her heart remained in China. “As much as I fell in love with Africa, I kept thinking, how did what I was learning in Africa apply to China? China was just my place,” Petrow explains. Petrow returned to China in 2005, and started working with Hampshire College Professor Kay Johnson. Johnson was helping families living with HIV through the AIDS Orphan Salvation Association (AOS)—one of the few NGOs in China permitted to work with communities affected by the disease. HIV spread rapidly in China in the early 1990s when thousands of peasants sold their blood to alleviate their poverty. The illegal plasma collecting stations pooled blood by type, extracting the plasma and returning infected blood to donors. Soon, children were contracting the disease through pregnancy, birth, and breast-feeding. Initially, getting treatment for HIV in China was unheard of. Then, in 2004, the Clinton Foundation started providing medicine first to adults, and then to children by mid-2005. But Petrow noticed that the problem was getting people, especially children, to take medicine as prescribed. For HIV treatment to be effective it has to be taken twice a day, at generally the same time, for life. Petrow had the idea for PATS after learning that 15 children had died in one season despite the available treatment. “The issue was that

there was no care and support to accompany the treatment, which meant many kids developed drug resistance or died from opportunistic infections,” explains Petrow. “You have kids who have lost one or both parents to HIV/AIDS living with elderly caretakers in very vulnerable situations with minimal food, shelter, and hygiene. “Kids were taking their pills for a few months and then forgetting. Think how hard it can be for someone here to remember to take medicine two times a day, and then imagine that person being a child living under those circumstances. It was so frustrating to think that these children died unnecessarily.”

Immediate impact In 2007, Petrow raised $40,000 to start PATS as a pilot program in partnership with Johnson and AOS, helping 16 children in the provinces of Anhui and Henan. Petrow oversaw the training of local community health workers, who visit homes to educate caretakers about drug adherence, hygiene, and nutrition. It is not uncommon for PATS to visit a “crumbling-down structure with a tarp to keep the rain out, ducks and other animals living where the people sleep and cook, no running water, no lights and no bathroom.” PATS supplies pillboxes, which health workers fill every two weeks, and in cases where children don’t have a reliable caretaker, wristwatches that beep to alert them to take their medicine. They also provide milk powder supplements, stipends for food, and hygiene kits comprised of essential toiletries. Equally important, PATS gives families someone who cares. “These people are scared their children are going to die, or are scared they are going to die and leave their children alone,” says Petrow, who visited many homes herself. “They need someone to sit down and talk with them, and explain that if they keep up with their treatment, they will be fine. The local PATS workers are often the only care and compassion they get.” Petrow became close with many PATS families and was overwhelmed by their appreciation. “People who have hardly anything to eat insist you eat the only food they have,” she says. “There is a family where the two-year-old boy sees us and immediately takes out the stools indicating for us to please sit. For people living in such poverty they are so welcoming, hospitable, and generous. They want to offer us what they can, which in many cases is tea and a place to sit after a long day in the countryside.” While she never envisioned starting her own non-profit, based on pill counts, the adherence rate to the program with PATS assistance and education was 97.5 percent, and buoyed by such success, Petrow worked hard at home in the U.S. to fund the more and more children referred to the program. At first, PATS operated under the fiscal sponsorship of a larger non-profit organization, The Alliance for Children Foundation. Encouraged by PATS’ immediate impact, Petrow and a group of committed volunteers took on the daunting task of registering PATS as its own non-profit entity. Petrow focused on boosting donations, giving talks about PATS at schools, churches, universities, and conferences, and participating in larger fundraising events.


“These people are scared their children are going to die, or are scared they are going to die and leave their children alone…They need someone to sit down and talk with them, and explain that if they keep up with their treatment, they will be fine.” “Her children” Everything she, and the 40 volunteers at PATS, do is in addition to their fulltime jobs. (Petrow is currently a senior health advisor to the JC Flowers Foundation.) When Petrow needed legal help with the complex process of applying for non-profit status, she turned to her neighbor and lifelong family friend, Rosemary Wilson, a lawyer with Sullivan & Worcester, LLP. Wilson, who provided services pro bono, was thrilled to become involved on a more personal level with PATS. She was impressed by Petrow’s “phenomenal attention to detail, ability to navigate politically in the world of non-profits, and energy in developing a volunteer base.” Yet, it wasn’t until she accompanied Petrow to China in 2010 that she truly witnessed what made Petrow so successful. “We boarded a plane carrying huge backpacks full of hygiene kits. When we got to China it was over a hundred degrees, the pavement on the roads was literally melting, and we still went out to visit each child in their living place, no matter how remote it was, and give them their kits,” Wilson explains. “Eliza has an incredible passion for her children.”

Getting to Know a PATS child: Yao Tian Eleven-year-old Yao Tian lives with his brother, grandmother, and grandfather. Yao Tian and his father, a taxi driver, are both HIV-positive and on ARV medication. His mother died of AIDS in 2004. His father has remarried an HIV-positive woman, lives far away, and can only visit on occasion. While Yao Tian started out with poor drug adherence when first joining the PATS program, with the help and support of PATS community health workers, his adherence is now

Though she stresses that the day-to-day work is carried out by local Chinese PATS health workers and she has transitioned to more of a support role in Boston, “her children” is exactly how Petrow regards all PATS kids. PATS now supports 50 children in four remote locations. Several of the first children in the pilot program have come full circle and now serve as community health workers, going into homes and educating families just like their own. For people in the U.S. who have the inclination to give back, Petrow holds up PATS as an example. “Sometimes the idea of getting actively involved in something is overwhelming, but you can just give your little tiny bit,” she says. “If you have a talent, you can offer to share that talent. PATS is the sum of a lot of little tiny bits that people have given.” PATS is certainly the little-engine-that-could of NGOs—its yearly operating budget is only $70,000. But its reach stretches across continents, races, cultures, and generations.

excellent and his health is good. Many of Yao Tian’s family members have died from AIDS, a sad reality that has helped Yao Tian’s grandfather recognize the importance of HIV/AIDS medication. Since Yao Tian joined PATS, his grandfather is less stressed about his health. Yao Tian struggles in school due to learning disabilities and has had to repeat grades several times. However, his grandfather tutors him daily and he can now write his name and many Chinese characters. His grandfather also taught him to count— a valuable skill that helps him manage his drug regimen. Yao Tian is a good-natured child who is always smiling, loves small animals, and enjoys eating dumplings.


Paxton Maeder-York ‘10 in the lab with his handiwork.

Robotics Design at the Technical Institute of Munich by Paxton Maeder-York ’10

It’s no surprise when a BB&N alum embarks on some fascinating endeavor, r, and Maeder-York’s summer spent designing robotic arms for medical use certainly fit the bill. Read on for a first-hand account by Paxton: German engineering over the last century has become a beacon for precision innovation and has produced the premier products in almost every sector of the mechanical goods market. From car companies like BMW and Audi to industrial robotics and even nanotechnology, the German standards for design and fabrication are unrivaled around the world. A very large contributor to this national strength has been the depth and efficiency in the teaching process of new engineering students at the various prestigious technical universities, and especially at the most renowned of these: the Technical University of Munich (TUM). I departed last May to Germany with my Harvard Engineering curriculum to work in a lab at TUM focused on medical robotics and microtechnology known as MIMED, and returned in August with the discipline to pursue perfection, which is the hallmark of the German engineering system.

project. The end result of all this hard work was extremely rewarding. I had come to Germany with a very vague understanding of how engineers build a product, and left with a 50-page official German bachelor’s thesis and a working prototype for a product that could become the standard device for a decade.

My project was the complete design of a robotic arm mount for a standard operating room table. The mount’s purpose was the fixation of a $40,000 carbon fiber robotic arm to the table so it could hold a micromanipulator designed for delicate inner-ear surgery. The project took me two months of the ten-weeklong trip to complete. The process and diligence demanded of me was lengthy, thorough, and deep to levels that at times astounded me. Everything had to be calculated, modeled, and tested to prove the safety of the system. The strength of the table rail, the bolts that held it in place, and every aspect of the mount had to be derived and compared to acceptable values for the purpose of the

Beyond the success of my academic aspirations while in Munich, I was astounded at the beauty and wonderful lifestyle enjoyed in the city. Old cobblestone roads, a fabulous soccer stadium, and a giant park known as the English Garden inspired the friends I made in the city to truly share a love of home, which slowly but surely grew on me. My German appreciated by leaps and bounds and by the time I left I was nearly fluent conversationally. The beverages were delightful and the food very filling and addicting. I sincerely hope that I get the chance to go back to Munich soon because it truly is a city in a renaissance of culture, knowledge, history, and living.


The most impressive aspect of MIMED and how TUM ran as a whole was the juxtaposition of commercial and academic projects. This combination gave students an incredibly vast understanding of the engineering field and prepared them thoroughly to strut out into the engineering world on their own. My project was an outsourced one from the company that built the carbon fiber arm, and I was one of eight other bachelor students working on various projects involving this medical robot.

Joe Kennedy III ’99 Joins United States Congress by Andrew Fletcher hen he stopped by BB&N last spring to speak to students, Class of ’99 graduate Joe Kennedy III was asked how well he thought the School had prepared him for his future. “It was harder than Stanford, I found myself very well prepared,” he answered. “BB&N was an incredible training ground for college and law school.”


And now it should prove a great training ground for Congress, too. On November 6, Kennedy beat out Republican candidate Sean Bielat for Massachusetts’ fourth congressional district seat, winning with 61% of the vote. During his BB&N visit, a hopeful Kennedy had noted that the seat vacated by the long-tenured Barney Frank might allow him to “make a difference” and “be in a position to help shape the policy that defines this country moving forward.” When Kennedy takes office on January 3, 2013, he will get that chance. Numerous BB&N alums volunteered during his election effort, with three filling integral roles on his campaign team: his twin brother Matt ‘99, Greg Henning ’98, who served as his senior advisor, and Kim Kargman ’05, who was a field organizer. As a lifer at BB&N who began in first grade, Kennedy has had a long relationship with the School. “What I most remember about Joe is what a genuinely nice person he was,” recalls Lower School librarian Lynda Dugas, his fifth grade teacher. “He would kindly work and play with everyone in the classroom. It seemed that he made a special effort at recess to include anyone who wanted to play. I can still picture the elaborate tag games the kids would invent, stretched out across the playground head to toe, trying to ‘unfreeze’ a friend. It has been great following Joe’s career, although I, of course, still picture him as a smiling 10-year-old!” Kennedy joked about being the lightest football lineman in the School’s history, but according to his former coach and current BB&N athletic director Rick Foresteire ’86, that didn’t deter him. “The thing about Joe is he was just an unbelievable overachiever,” says Foresteire. “He played center and at that age, he couldn’t have been much more than 150 pounds. But he never backed down from a challenge, had a great attitude, and came to work every day—a pleasure to coach.” And Upper School English teacher Rob Leith remembers Kennedy the student as a diligent, good-natured scholastic. “Joe was always extremely positive, and very modest…he was an excellent student, and a great writer,” recalls Leith. “He was well aware of his family but he would be the last guy to draw attention to it. I was quietly hoping he might consider public office at some point.” With his congressional victory, he will join a long line of relatives to serve their country. He is the son of Congressman Joe Kennedy II, the grandson of the late Senator Robert Kennedy, and the great-nephew of late President John F. Kennedy and Senator Ted Kennedy.






Mining the deep and impressive history of BB&N’s archives has been a priority long in the making, and the School is excited to announce that professional archivist Molly Frazier has been hired to undertake the initiative. Frazier most recently worked at Harvard Law School and before that the Cambridge Historical Society under the tutelage of local history professional and resident archivist Mark Vassar. He will share his expertise and knowledge throughout this exciting process. “Our goal is to continue to tell BB&N’s compelling story through the rich historical material we uncover in the archives and other parts of the school,” says Frazier. “This preservation process includes organizing and describing, and in some cases, digitizing the material, so we can provide access and encourage use of the archives. Even at this early stage of the process we have found a great deal of forgotten photographs, scrapbooks, documents, and memorabilia. We’re looking forward to sharing some of these great finds along the way!”


Early excavation has already uncovered several valuable, first-edition books, old photos, and maps from as early as the 1700s. The School will be rolling out its archival treasures in the coming year through a variety of ways, and we welcome alumni/ae input throughout the project. If you have any old photos that speak to BB&N’s history, and that you think merit attention, please contact Molly Frazier at mfrazier@bbns.org. CAPTIONS: [ 1 ] Browne & Nichols, class photo from 1903. The School’s two founders are at top left (Edgar H. Nichols), and top right (George H. Browne). Photo by Tupper. [ 2 ] Taken around 1900, this photo shows the “main room” in the Buckingham School’s Markham building. It might surprise one to see a few boys in a Buckingham classroom, but the school was in fact coeducational through the fifth grade. [ 3 ] Yeomen of the Guard, 1950, a play jointly produced by Brimmer and May School and B&N students, presented at Boston Latin in the spring of 1950. This photo features famous actor alumnus Anthony Perkins ’50 (of Psycho fame) at right alongside Ellery Woodworth ’50 on the left. [ 4 ] This photo depicts a bit of fun in the music room. Students pictured are believed to be Gerry Gerould ’45 (with guitar), John Mack ’44 (with glasses), Peter Hewitt ’44 (at the piano), and one unknown. [ 5 ] Among the archival findings so far are several rare and valuable first-edition books.




Thank You, Beth! After 26 years of overseeing BB&N’s alumni/ae office with trademark warmth and caring, Beth Jacobson P’90, ’91 will be stepping down from her role as director at the end of the school year. We want to inform alumni/ae now in order to allow you the opportunity to catch up with Beth over the coming months. Come celebrate Beth and the community that she has been so integral in helping to build at this year’s Strawberry Night, or any one of BB&N’s alumni/ae events held later this winter and spring.




History teacher emerita Linda Kaufman almost always has her Harvard Coop pocket-sized engagement book at the ready. That’s the little book which keeps her on track for her many and varied commitments. It’s what keeps her connected to others. Many fellow BB&N faculty retirees and an assortment of fortunate BB&N graduates have been asked, “When are you free for lunch?” One always looks forward to lunch with Linda—so much to talk about, news to catch up on. She is always interested in your story. “Tell me what you are up to these days?” And, without fail, she is also eager to tell you about a course she is taking, someone she “bumped into at the Square,” or a book she has just finished reading. As those who taught with her, and those who were fortunate to be in her classes will remember, she was a compelling, demanding, and generous teacher and mentor. Jeff Friedman ’01, who is currently pursuing his Ph.D. at Harvard: “Linda taught me European and American history at BB&N. She probably had more impact than anyone else in inspiring my interest in history and putting me on the path to my current studies.”

One may not have agreed with her position about certain issues, but her position was always clear, delivered with passion, with clarity and without any waffling. And, she was so often right. She made connections, she cared, and, even though she had taught for 40 years, 32 of those at BB&N, she was never afraid to take on a new topic, try a new course, or add something slightly different to her curriculum. As those of us who have retired know, the process of taking off one’s teacher hat is daunting. Who am I? What will I do with my life? How will I keep engaged? Who will be my friends? As Linda says, the leave-taking was hard: “I was worried. Was I going to have friends? I was leaving behind all those people who had become important to me, all those students in whom I could see learning happening, and who I just knew were going to become interesting adults.” But, as we know, when you depart you do so not only physically, but you have to leave the institution behind emotionally. Some of the topics about which she felt strongly haven’t necessarily gone the way she would have liked, but she is philosophical about that. “I have to let those things go. Not my issue now.” Her family has a household expression, SEP: “someone else’s problem.” It’s handy when leaving an institution with which one has been associated for so many years. Ironically, even though Linda is a teacher of history, she is not one to dwell on her own past. And as those of us who know her well can attest, she certainly did not have to worry about what to do. Or who might be her lunch companions. She has lived in Cambridge for 47 years. Andy, her longtime spouse and best friend, is currently a professor at the Harvard Law School. She, therefore, has access to audit courses at Harvard, and to be near BB&N, which makes it easy for her to have lunch with current and former teachers. As one would expect, Linda was not about to sit idle, especially with all those friends, former students, and wonderful courses nearby. As she modestly puts it, “I have always wanted to learn new things. For example: Opera was one of Andy’s passions. I wanted to learn more about music, and probably should have started with piano lessons.” Instead of taking lessons, she audited First Nights taught by Thomas Kelly about the opening nights of six major musical works. Her choice of courses reveal the eclectic nature of her intellectual interests: Shakespeare’s Tragedies, taught by Stephen Greenblatt; Tangible Things, taught by Laurel Ulrich (objects from Harvard’s wide range of collections, which was important to the thesis of the course); Lyric Poetry with Helen Vendler; The Hebrew Bible from Judaism to Christianity (“I was fascinated how the Sabbath moved from Saturday to Sunday.”); Crime and Horror in Victorian Literature; Childhood, taught by Maria Tatar. One imagines Linda happily perusing the online catalogue of Harvard courses, carefully choosing what


Lu nc h w ith L inda Kau fman b y A l Ro ssiter, Facult y Eme rit us

PICTURED: Left: Linda Kaufman in her Cambridge home. Right: Kaufman at BB&N in the early 1980s.

will be next. It’s perhaps noteworthy that she has stayed away from history courses, although she thoroughly enjoyed a course last spring called The History of the American West. As a former teacher, she has a highly developed perspective on the pedagogical styles of her professors. She confesses that once she felt a strong urge to pass a note about how to teach to one of her Harvard professors: “He clearly needed help. More pop quizzes would have been a good way to begin.” One just knows that professor could have used her advice. If you need or want to know about many BB&N graduates, you can always “download” Linda. She knows so many, and keeps in touch. “It’s so wonderful to see what these former students have become,” she says and one just knows it is equally enriching for former students to be in touch with their former teacher, who continues to have an interest in them. Emma Presler ’93: “Linda makes a few trips to NYC every year. Most recently she visited the Museum of Modern Art, where I am Manager of the Department of Architecture and Design. After her visit, she sent me a note with a thoughtful and reasoned critique of the show, grounding her comments in the personal experience of having lived in East Orange, New Jersey.” What else does she have time for? Plenty, much having to do with service to others. Once a week she is with her special needs granddaughter, Miriam. She tutors those preparing for the American citizenship exam, noting: “I have so much admiration for these students. They have left families, language, and culture behind to build a new life. The young women with children face such challenges and loneliness. One young woman asked me to proofread an essay she had done for her language class. ‘In Korea I won prizes for my writing,’ she told me. And I am glad to make use of all those years of American history. I’m proud that almost every one of my students has become a citizen.” Linda is a member of the Mother’s Thursday Club, a group of women in Cambridge who meet monthly to listen to speakers. She is a member of a book group called Harvard Neighbors, women connected to the University who gather to read and discuss. When we spoke, she and Andy had just returned from a trip to England, and was eager to talk about her visit to the Tate Gallery. Sherwin Nuland, professor at the Yale Medical School, has written a book called The Art of Aging. He lists three components of a rewarding and productive later life: being a member of a community, keeping one’s mind active, and serving others. Linda, true to form, does all three with joy and with engagement. She’s a living example of how to be happy in one’s later years. One could never say she has “retired.” ❂


Advancing Our Mission

BB&N’S ANNUAL FUND At BB&N, the Annual Fund fuels the extraordinary, every day. It supports the people, programs, and the places that deďŹ ne the BB&N experience. The Annual Fund is an immediate-use resource that ďŹ lls the gap between the BB&N operating budget and income from tuition, fees, and the endowment.

Senior Parents’ Gift Co-Chairs Jeff Moore and Barbara Southcote P’13, ’14

Class of 2013 Parents’ Fundraising Efforts Off to a Strong Start Over the past several months, a dedicated committee of Class of 2013 parents, led by Barbara Southcote and trustee Jeff Moore, has been busy reaching out to other parents in the class to seek their support for the Senior Parents’ Gift. This year’s class has set a goal of raising at least $500,000 to fund a Class of 2013 Future Leader Instructorship and as of late November, was well on the way to achieving—and most likely surpassing—this goal. Future Leader Instructorships were ďŹ rst created during the Opening Minds Campaign, along with Master Teacher Chairs, as an opportunity to recognize and honor BB&N’s talented mid-career faculty. Upper School English teacher Alda Farlow is the current holder of the Marian W. Vaillant Future Leader Instructorship, previously held by Lower School science teacher Caitlin Drechsler.

Alumni/ae and current students have beneďŹ ted from the Annual Fund. Without an Annual Fund, BB&N would need to double the size of its endowment to $120 million to support the School as it exists today. Who gives to the Annual Fund? sOFPARENTS ALONGWITH grandparents, past parents, and friends s/NEINFOURALUMNIAE sOUTOFFACULTYANDSTAFF members

The Annual Fund is a tribute to the BB&N community—it brings together thousands of donors, each of whom has a unique relationship to BB&N. The difference between a good school and a great school is its Annual Fund!

Join us in supporting BB&N at


An ongoing goal of BB&N is to create additional Instructorships and Master Teacher Chairs to enable a growing number of faculty members to receive these honors. For more information about this program, contact Janet Rosen at jrosen@bbns.org or 617-800-2729.

Senior Class Ambassador Committee Launched We are proud to announce that we have gathered a group of 15 senior leaders to be part of the Senior Class Ambassador Committee (SCAC). This group of students, led by George Camerlo ’13, and Katelyn Pan ’13, will be responsible for raising the Senior Class Gift and selecting its allocation. In addition to their fundraising duties, the Senior Class Ambassadors will be creating links between current and past BB&N students by sending care packages to the Class of 2012, attending Alumni/ae Council meetings, and writing Alumni/ae ProďŹ les. Our hope is that through their involvement with the Senior Class Ambassador Committee, this group of 15 seniors will be able to lead their classmates into a fruitful season as BB&N Young Alumni/ae.

PICTURED AT LEFT: SCAC Co-Chairs George Camerlo ‘13 and Katelyn Pan ‘13 32

Cherise Bransfield P’15: Why I Support the Annual Fund Cherise’s daughter, Audrey, started at BB&N in the 7th grade. Cherise is a dedicated volunteer for the Parents’ Association as well as for the Annual Fund. Why do you volunteer for the Annual Fund? All independent schools rely on parent volunteers to help support the community. Volunteering for the Annual Fund is a way for me as a parent to connect with the place where my daughter spends the majority of her day. Why do you support BB&N? Our family supports BB&N because it is a winning proposition. We are confident that every dollar we donate or encourage others to donate is used to directly enhance the opportunities available to our daughter, her fellow students, and her amazing teachers. The choices she has both in and out of the classroom are staggering. While I am not sure any parent would want to take on his or her child’s workload each week, I know each of us would jump at the chance to spend a day listening to the lectures in the classroom or playing on the athletic fields.

Cherise Bransfield P’15, Upper School Annual Fund Campus Chair

Why do you hope others will join you in volunteerism and philanthropy at BB&N? What I appreciate most about BB&N is its diversity. A single group does not define our community, rather many different points of view are represented. Still, we all agree education is a priority and we want the best for our children. Volunteering for the Parents’ Association and for the Annual Fund has given me the chance to meet other parents, administrators, and teachers and to consider the standards they have set for BB&N students.

Faculty/Staff Daycare Center Plans Take Shape


Thanks to the generosity of a number of early donors, planning for an onsite Daycare Center for BB&N faculty and staff has been progressing over the summer and fall. If the remaining funds are raised by the end of the year, construction will begin this winter to enable a Fall 2013 opening. The Center—recently named The Family Cooperative at BB&N by the faculty/staff planning committee—will be created in renovated space on the ground floor of BB&N’s 46 Belmont Street campus and will accommodate approximately 30 infants, toddlers, and pre-Kindergarten age children. The plans also include an outdoor activity area on the southwest side of the building. /225/$1 church

church parking



seating entry courtyard



infant / toddler

common play


new entry

sloped walkway

play ramp


sand box



pick-up/ drop-off



men’s wc

Operational decisions for The Family Cooperative at BB&N (including costs, hours, hiring, and programming) will be made by a board comprised of parents of enrolled children and other elected advisors. A faculty/staff committee was formed this fall to develop operating plans for the co-op including articles of incorporation and bylaws. The Center would sub-lease the space from the School.

site entry

planting garden


Onsite daycare has been a strong desire of faculty for a number of years, and a recent survey indicated a high level of interest among faculty and staff across all three campuses. Providing such a facility sends the strong message to faculty and staff that we value their talents and contributions to our community. We also believe it would be a critical differentiator in the recruitment and retention of faculty, a number of whom leave each year due to childcare issues.

staff women’s wc to front entry




existing egress corridor



For more information about the Family Cooperative at BB&N or to support the project, visit www.bbns.org/daycare or contact Janet Rosen at 617-800-2729 or jrosen@bbns.org.



[ ONE ] BB&N’s finance manager Bob Savage doubles as a bus driver for the South Shore route. After getting his class B driver’s license (following 40 hours of training!), Bob is the first friendly BB&N face many students see every morning.

.. . . . .


T hings About BB&N:

[ TWO ] All BB&N school buses are GPS-enabled and tracked, allowing the School to know where they are at all times, and whether they are running late.

School Buses



[ FOUR ] Marketing Magic: Director of Enrollment Management Geordie Mitchell says, “I can’t imagine that there’s any more effective advertising to be had than our eight buses with ‘Buckingham Browne & Nichols’ written on the side riding through dozens of Greater Boston communities each and every day.”

[ THREE ] Since beginning with one route during the 2007-08 school year, BB&N now services more than 36 towns through eight different bus routes.


[ FIVE ] Even BB&N’s youngest learners partake in the bus program. Using Schoolprovided car seats, students as young as four years old have joined the commute.

[ SIX ] Every BB&N bus

... . . . .



is equipped with special instrumentation that electronically documents individual students getting on and off the bus. Students swipe an electronic ID card as they enter and exit the bus so that the School can monitor and ensure that all students are onboard.

Jack Grinold, Browne & Nichols ‘53: Inspired to Support BB&N Crew Program with Gift Annuity “As we grow older, we reflect on the things that were most meaningful to us in our lives, helped us to grow, and taught us things that brought us pleasure and the successes that we have had in life. For me, Browne & Nichols is foremost in my reflections.” John P. (Jack) Grinold, B&N Class of 1953, recently shared these thoughts with the School in commenting on the reasons for his decision to establish a Charitable Gift Annuity that will provide steady income to both him and his wife, Catherine, during their lifetimes, with the residual amount supporting BB&N’s boathouse operations. “When I started taking English classes at Bowdoin,” notes Grinold, “I found that I was far ahead of my contemporaries, which I owe in large part to my B&N English teachers, Mr. Melcher and Mr. Ducey. I received the Browne English Prize at B&N and went on to become an English major in college.” Through his passion for writing, Grinold has been a fixture on the Boston sports information scene for more than 50 years. In 1960,

he was hired as Assistant Director of Public Relations (and the third employee) of the Boston Patriots—now the New England Patriots— where he ran the contest that named the team. Grinold went on to join the Northeastern University staff in 1962 and over nearly five decades, developed a wide-ranging, innovative athletic communications office and shaped the careers of countless sports information professionals. Grinold has an impressive record of accomplishments in the field of sports publicity and has received numerous honors and awards locally, regionally, and nationally. A member of the first class to graduate from the Gerry’s Landing campus, Grinold played several sports at Browne & Nichols including varsity basketball and tennis, and learned about rowing from friends on the B&N crew team. Shortly after arriving at Northeastern, he was told that the school had started a rowing program and that he would have to learn about this “new sport”—which fortunately was nothing new to Grinold. Current BB&N Girls’ Crew Coach Buzz Congram is a longtime friend of Grinold’s, as are Paul Kirby ’52 and classmates Charles Bonanno ’53 and Tom Fitzgerald ’53, with whom he still keeps in touch.

Like the Grinolds, you can experience the benefits of a Charitable Gift Annuity that provides a fixed income for life for up to two beneficiaries while supporting the extraordinary experience that is BB&N. For more information about life income gifts or how to include BB&N in your estate plans, please contact Planned Giving Advisor Greta Morgan at gmorgan@bbns.org, 617-800-2728, or visit us online at bbns.plannedgiving.org

Buckingham Browne & Nichols School 80 Gerryâ&#x20AC;&#x2122;s Landing Road Cambridge, MA 02138-5512 www.bbns.org

Homecoming 2012 See page 2 for more scenes from the grandest Homecoming yet.

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Profile for BB&N

BB&N Bulletin Fall 2012  

BB&N fall 2012 magazine

BB&N Bulletin Fall 2012  

BB&N fall 2012 magazine