BFS Journal Fall 2019

DREAMING BIG

with Head of School Crissy Cรกceres

Journal and Annual Impact Report FALL 2019

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After two months on the job, it’s finally the first day of school

Out and About with New Head of School

Crissy Cáceres Having fun on the rooftop playground

Raking in the Quaker Cemetery

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A selfie with kindergartners on their visit to the Head’s Office

Getting into the spirit with parent leaders on Panther Pride Day

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Journal and Annual Impact Report FALL 2019

Message from Head of School

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Crissy Cáceres

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Connecting Through a Calendar

Keeping Planet Earth in the Light BFS Rallies Around the Global Youth Climate Strike

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A Gathering of Friends: Convocation Ceremony Welcomes and Honors Crissy Cáceres, Our 20th Head of School

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A Teacher’s Journey from the South Side of Chicago to 20 Years in the BFS First Grade

14 Tapestry of Giving 16

A lumni: Class Notes

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A lumni: Second Time Around

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Bringing BFS into the Larger World: An Interview

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with Thomas Chamberlain ’15 and Michelle Li ’15, and Terry Kung, Director of College Counseling

Remembering and Celebrating the Life of Dr. Stephen Wortman

Guided by the Quaker belief

that there is a Divine Light in everyone, Brooklyn Friends School cultivates an intellectually ambitious and diverse community that celebrates each individual’s gifts. We challenge our students to value and embrace difference as they develop critical thinking skills and apply their knowledge and intelligence both in and out of the classroom.

In this rich learning environment, we inspire all members of our community to voice their convictions, to discover and pursue their passions, and to seek truth. Our graduates are compassionate, curious, and confident global citizens who let their lives speak in the spirit of leadership and service.

PHOTO ABOVE:

BFS students of all ages took part in the Global Youth Climate Strike.

Read more on page 4.

BROOKLYN FRIENDS SCHOOL JOURNAL

is published by the Advancement Office of Brooklyn Friends School for alumni, parents, grandparents, colleagues, and friends.

375 Pearl Street • Brooklyn, NY 11201 Tel: 718.852.1029 • brooklynfriends.org Joan Martin, Editor Karen Edelman, Director of Advancement Lekeia Varlack Judge ’99, Director of Alumni Anna Ferber, Director of the Brooklyn Friends Fund Emily Cowles, Special Events and Digital Marketing Manager Andy Cohen, Director of Media Services Peter Mackie, Advancement Assistant

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BOARD OF TRUSTEES, 2019-20 Steven Burwell, Co-Chair Ed Oliver, Co-Chair M. Salomé Galib Lakisha Grant Marie Hoguet Audrey Jaynes ’03 Macon Jessop Pamela Kiernan William G. Morris, Jr. Gustav Peebles Robin Puskas

Adam Rashid ’94 Judson Reis Gabriel Schwartz Margaret Trissel Crissy Cáceres Karen Edelman Christine Schwegel ex-officio

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A MESSAGE FROM

Crissy Cáceres Head of School

I have been marveling these days at the many ways in which our students exercise their voices and thoughts with openness and confidence. As a Quaker School, we are called to recognize the Light within others and ourselves. That inner light often translates to the thoughts that we outwardly share for others to hear as well as those that we hold within.

As I walk the hallways of BFS, shake students’ hands, stop and eat lunch with children in the cafeteria, and have conversations with our students, I am moved by their comfort and the self-assured manner in which they share their opinions and perspectives. Moreover, I am encouraged by the brilliance and ardent tenor of their ideas.

A research study focusing on school voice denotes that students who believe that they have a voice in school are seven times more likely to be academically motivated than students who do not believe they have a voice (Quaglia Institute for School Voice and Aspirations, 2016). This link between the use of voice and academics is one that explains the might of our academic program and the colleagues who design and deliver it. Having attended Curriculum Nights in all five divisions of our school – Family Center through High School – and visited several classrooms this fall, the strength of our teachers is boldly present.

Brooklyn Friends School, today more than ever, stands to make an indelible impact on the world. More specifically, OUR STUDENTS WILL make that impact. Why, just several months in as Head of School, am I certain of this?

The other day, I stopped to consider that in just seventytwo hours, I’d had three meetings on my calendar involving students – one with high school student leaders focusing on climate change, which included adults in solidarity with their efforts; another with middle school students wanting to bring focus to various causes involving endangered animals; and another with lower school students who wanted to speak about their love for recess and shared creative ideas on furthering social connection experiences at school.

Within each meeting, I longed for a video camera that could allow those outside of the spaces that I was sitting in to be witness to these voices. With power in their words, the students spoke about the need for change, and while doing so, they inserted themselves as action agents of that change. There wasn’t just the pointing of the fingers of what is wrong and what is not happening – there was voice given to the hopes they hold for others and for themselves. While in the process of supporting others, they sought to grow in their own learning and consciousness. This selfless pursuit of what is good and just, punctuated by these students and deeply reflected in our entire student body, is what makes me certain of the positive social impact that Brooklyn Friends School students have had and will continue to have on our world.

As we navigate the possibilities before us, let us consider ways in which we can use our voices to further relationships with one another. Let us make the space to listen and wonder. Let us collectively learn the skills necessary to share diversity of thoughts and perspectives in a manner that furthers our partnership together and our joint love for our magnificent and much-needed school. Based upon the present challenges in our country and world, the journey ahead will require us to steadfastly ground ourselves in our Quaker values, honoring our community by listening and stewarding a commitment to the sharing of all voices. Our integrity and ability to equitably and peacefully access and live what our school stands for depends on our readiness to listen, speak, and grow.

I am here for you and with you on this journey.

In partnership and friendship,

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CONNECTING Through a Calendar

by Anita Bushell An illuminated tree, its red leaves lit by the sun. A complex collage, with images of eyes and fire. A face, peeking through massive, brightlycolored flowers. These are just some of the images of children’s art gracing the pages of the Brooklyn Friends School 2019-20 calendar.

families and colleagues with our shared Quaker values.

Even the process of creating the calendar comes from this intention. First, BFS colleagues are surveyed about Compassionate what will be the testimony of Our life is love, and peace, and tenderness; and bearing one with another, and forgiving one another, ... and helping one another. the year. Next, the All-School Quaker Life Committee selects words that speak to that testimony. Quotes are collected that speak to these words and finally, [Director of Communications] Joan Martin finds student-made artwork to enhance and reflect the words and quotes.” ~ IS A A C P E N N I N G T O N

Accompanying each image is an adjective, followed by a quote such as this one from Isaac Pennington, an early Friend and ardent defender of the Quaker tradition: Compassionate – “Our life is love, and peace, and tenderness; and bearing one with another, and forgiving one another…and helping one another.” Or one from former First Lady Michelle Obama, accompanying a powerful image of a female face: Virtuous – “My mother’s love has always been a sustaining force for our family, and one of my greatest joys is seeing her integrity, her compassion, her intelligence reflected in my daughters.”

R AIA THOMAS Class of 2023

The calendar certainly tracks days, months, and school holidays, but it also has a mission, according to the AllSchool Quaker Life Committee, as demonstrated in its Testimony of Integrity: “We seek to have consistency between our values and our actions, to live according to the deepest truth we know, reflecting the Light within us and to speak the truth; we know that our understanding of the truth at any moment is incomplete, and we are open to new ideas, new paths, and new solutions.”

Indeed, the words are all the more powerful, when paired with the vibrant images of student art.

According to committee member Andrew Cohen, it’s all about connection. “The BFS annual calendar is designed with the intention of connecting and involving the

“Ultimately, it’s like putting a beautiful puzzle together because you’re pulling out the art and piecing in a quote and you want them all to interconnect,” said Joan. An added challenge is choosing from the abundance of art works created by the students and representing work from all school divisions, from preschool through high school.

Another goal in creating the calendar is to highlight the many art mediums in which BFS students create, among them mixed media, painting, printmaking, photography, sculpture, ceramics, collage and woodwork. “I think it’s important to share as much of the outstanding work of our students as we are able to,” said Joan. “What could have been a calendar of 14 student art works now has 38 pieces!”

Perhaps the back of the calendar says it all: Integrity – “Through this calendar, the All- School Quaker Life Committee hopes to inspire all community members to support one another with integrity and to share kindness, patience, and wisdom with each other.”

View the calendar online at brooklynfriends.org/student-art

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BFS Rallies Around the Global Youth Climate Strike

by Joan Martin On Sept. 20, 2019 – one of the most beautiful days, weather-wise in New York City – hundreds of Brooklyn Friends School students, colleagues, and families interrupted their school and work day to strike for climate change.

They rallied at Brooklyn Borough Hall, marched over the Brooklyn Bridge, carried colorful protest banners, and listened to expert speakers and climate justice leaders at

Battery Park. The BFS contingent was part of four million people who participated in the protest that day. The purpose: to demand concrete actions that will prevent further global warming and to address climate change across the board, on both micro and macro levels. The protest was timed to occur around the United Nations Climate Summit in New York on Sept. 23 to draw attention to the negligence and inaction of world and business leaders to the climate crisis.

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ur house is on fire and it’s not just the young people’s O house. We all live here. It affects all of us. And we will not just stand aside and watch. We are united behind the science, and we will do everything in our power to stop this crisis from getting worse.”

– G R E TA T H U N B E R G BFS students and millions of youth were inspired to strike by a teenage peer: 16 year-old Greta Thurnberg.

In 2018 Greta staged a three-week sit in at the Swedish Parliament, protesting its lack of attention to the climate crisis. Greta’s activism has spread around the world, resulting in the monumental Climate Strike in NYC.

Striking as a political action and warnings about the dangers of global warming are not new, but the youth who are leading the climate strikes are bringing an invigorating spirit and seriousness of purpose to the cause. This was evident at BFS through the leadership of seniors Otto Moran, who had interned at the Climate Museum over the summer, and Milly Berman.

School had scarcely begun when Otto made an announcement to the Upper School student body about his intention to strike, urging others to participate. Milly, who had been part of a student environmental group organizing Earth Day at BFS for the past several years, jumped at the opportunity to work with Otto and organize the student body.

“We have a right to education but we also have a duty to make our voices heard,” said Otto, who is a member of the local chapter of Fridays for Future (#FridaysForFuture). “We cannot wait until we can vote, work, or hold office to make good on this duty. Forfeiting the right to attend class is a sacrifice and one that should not be made lightly. But when made, that sacrifice is formidable. It has the potential to rescue our imperiled future.”

More than 70 percent of the Upper School student body heeded Otto’s call and chose to strike. Empowered by Head of School Crissy Cáceres, colleagues representing every division from Family Center to 12th grade also took part. A robust contingent from the BFS Middle School, Lower School, parents, and the Quaker community joined as well.

Otto addressed several thousand students and others gathered at Borough Hall as they rallied before their march across the bridge.

He led the huge group in a moment of silence in the manner of continues on page 6 Fall 2019 BROOKLYN FRIENDS SCHOOL JOURNAL 5

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“

I feel that with our current government not caring about the environment, we have to take action ourselves.”

– PE ARL WEINSTOCK ’24

BFS at Global Youth Climate Strike continued from page 5

The students’ voices featured prominently in a school video, which was shared with all colleagues for their professional development. The video provided a platform to discuss additional institutional change at BFS that reflects a prioritization of our commitment to sustainability and environmental justice.

Friends and acknowledged by name the many different schools represented. He and Milly were later interviewed

by WPIX-TV on the Brooklyn Bridge (photo above).

After the strike, BFS’s youngest students – the participating Kindergarten through 4th graders – were interviewed. They answered questions that were geared toward their age, such as, “What does climate justice mean to you?” and “What do you want adults to know about the importance of student activism?” Otto and Milly met with all third and fourth graders to talk about the strike’s impetus, its impact, and the imperative to reverse climate change. They also explained how large group action on issues of importance to the children could make a big difference.

Middle Schoolers reflected on their experiences well. They described their participation in the strike as empowering and said that the immense numbers of youth strikers alone meant the issue would no longer be ignored.

When asked to propose action steps to follow up on the strike, the students suggested creating more awareness of the climate crisis on different platforms, especially social media; reducing the school’s plastic usage; turning down the lights in school more often; limiting the amount of printing from computers and copiers; and taking personal steps to reduce one’s own carbon footprint.

In other follow-up actions, Milly and Otto led in-depth climate presentations with the Middle and Upper School student body. They began by asking students to talk about their strike experiences and how their parents and teachers reacted. They also outlined and described the Fridays For Future NYC demands – no fossil fuels; a just transition from fossil fuels to renewable energy; and accountability / making polluters pay. And they emphasized that the poorest communities are impacted the most by climate disruption. The role of governments, the media, and the banking and fossil fuel industries were explored, too. Finally, the students affirmed that along with their peers, they viewed the youth strike as a catalyst for future mobilization.

1. We need systemic change.

Why Strike

2. Most of us cannot vote or run for office.

3. By the time we are adults it will be too late.

4. There is little reason to prepare for a future that’s under threat.

5. The educated aren’t listened to.

We can’t wait to see what BFS student leaders do next to stand up for climate justice; their commitment, understanding, and perseverance are formidable.

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CODE BLUE: A Teacher’s Perspective on Saving A System in Peril

by Laura Hulbert Evidence of the earth’s unsustainable disequilibrium is everywhere. On August 6, 2019, Minneapolis had a hailstorm that dropped tennis ball sized chunks of ice. That same day, the monsoons in eight cities in India resulted in 531 people dead and 655,000 displaced. The week before, there were record breaking heat waves in Japan and Europe; in fact, July 2019 is the record holder for the hottest month on Earth ever recorded. Should it surprise us that 17 countries, home to a fourth of the earth’s population, are close to hitting Day Zero – the day when their water supply will be completely depleted?

How did we get here? It’s the old elementary school story of the water cycle with some very significant shifts. In a state of equilibrium, some of the sun’s rays warm the earth and others get reflected back into space as infrared rays. But in our current state of disequilibrium – with an atmosphere that’s oversaturated with carbon dioxide – the infrared solar radiation gets trapped inside the earth’s atmosphere, causing the planet to heat up. The poles of the planet warm at a faster rate than the area around the equator does. As the ice at the poles melts, there is less reflective surface for the sun’s rays to bouce off of, and so even more infrared radiation gets absorbed. 93 percent of the heat trapped in our atmosphere goes into the oceans. Warmer oceans disturb the usual jet streams. This change in wind flow combined with the capacity of warm water to keep a storm aloft creates hurricanes of longer duration. The rainfall associated with these events tends to be of greater intensity as well.

Just as heat is rising off the oceans, it is also rising off the land. This causes different kinds of peril to human life. Dryness makes the deciduous biomes conducive to forest fires. The increased heat dries up soil and local water sources in other habitats as well. Aridity leads to food scarcity. And without enough food in their homeland, people migrate in search of more hospitable surroundings.

In short order, our environmental crisis becomes a humanitarian crisis.

Some people claim it’s hard to prove that these weather changes are caused by manmade global warming. And they’re right that we can’t determine the precise cause of any single event – say, an unprecedented scorching in May. But scientists are in the business of noticing and analyzing patterns, and they’re alarmed. Climatologists can assert with a high degree of probablility that increased heat causes the earth’s climate system to be out of whack.

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There isn’t one single treatment plan to stem climate change. But there are multiple organizations that have done extensive research to guide us in choices to mitigate the effects of global warming. It is up to each and every one of us to educate ourselves and to adjust our lifestyles. Moreover, many people taking the same action simultaneously can produce an effect.

What are some of the lifestyle changes I am advocating?

BUY AN ELECTRIC OR HYBRID CAR, if you choose to purchase a car.At this point in the US, the biggest emitter of fossil fuels is no longer energy production. That’s because the adoption of wind and solar power is making a difference. What’s the single biggest contributor to greenhouse gas emissions in the US today? Gas powered vehicles.

• CUT DOWN ON AIR TRAVEL. You don’t have to take a sailing ship, as Greta Thunberg did to get to the September 2019 UN climate talks, but many of us could easily curtail our international travel. Air travel has an enormous carbon footprint: one round trip crosscountry airline trip produces the equivalent of one fifth of the greenhouse gases emitted by the average car in a year.

• E AT LESS MEAT. As we’ve all heard, cow burps contain methane which is the greenhouse gas that’s next in line behind carbon dioxide in our atmosphere. Another concern is that it takes seven pounds of plant protein to produce just one pound of beef protein. 1 Besides the problem of methane emission, think of the energy, land use, and water required to produce that meat.

• TAKE THE ACTIONS THAT HAVE WIDER-REACHING REPERCUSSIONS. Support alternative energy initiatives, lobby local and state representatives to adopt policies that stem global warming, and elect a president who not only believes there’s a climate crisis, but is committed to working with other countries to reduce fossil fuel emissions.

Laura Hulbert, Lower School Learning Specialist, attended the Climate Reality Leadership Corps training with Al Gore this summer in Minneapolis. She was a BFS second grade classroom teacher for 9 years and is the parent of two BFS alums, now grown. Laura’s complete “Code Blue” article with citations and resources, is on the BFS website, brooklynfriends.org/codeblue.

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A Gathering of F

Convocation Ceremony Welcomes and Honors

by Joan Martin An extraordinary new era in the 152-year history of Brooklyn Friends School began on Sept. 12, 2019, at a Convocation to welcome Crissy Cáceres as the 20th Head of School. More than 500 people – trustees, students, parents, colleagues, alumni, independent school leaders, Quakers, and friends from all walks of life – came together to welcome Ms. Cáceres and her family to Brooklyn and BFS. The ceremony took place in the beautiful Auditorium of NYC Technical College, our academic neighbor located just two blocks from the school at 285 Jay Street.

Crissy – as she will be known to the community in the manner of Friends – began her new position on July 1, 2019, having already immersed herself in the life of the school since her appointment as Head in November of 2018. At that time, the Board Co-Chairs Steve Burwell BFS Board of Trustees and Ed Oliver cited Crissy’s integrity, intelligence, buoyant spirit, openness, and her personal journey as a young child from Puerto Rico to Newark, NJ as compelling attributes that enriched her 20-year

FA M I LY – Kailyn Cox-Cáceres, James Cox, Alani Cox-Cáceres, Not Pictured, Oldest daughter, Jazzmin Cox-Cáceres

professional career while she demonstrated the skills essential to success as Head of School.

Crissy and her husband James Cox are the parents of three daughters. Their youngest are BFS 7th and 11th graders and their oldest is in her first year at Brown University. All three took part in the convocation ceremony and described their mother as an incredible parent who puts her family first, works hard and makes sacrifices to achieve her goals.

The convocation program, fittingly, began and ended with students. Five members of the “Panthers Supreme” Dance Team opened the ceremony with an lively performance of “What About Your Friends” by TLC. They brought it to a conclusion by presenting Crissy with her own Panthers Supreme sweatshirt.

At the end of the program, another group of students – representing every grade – came up to the stage to present

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of Friends

Honors Crissy Cáceres, Our 20th Head of School “ Quakerism is where Crissy’s heart lives and where her vision of education comes alive.”

RICH NOURIE Crissy with a bouquet of roses. In between, there was a short film that chronicled the storied history of BFS, as well as remarks from the Convocation Speaker, Rich Nourie, and Crissy.

A special highlight of the event was a reception in the Auditorium atrium afterwards. In a lovely setting looking out on downtown Brooklyn, old and new friends met and enjoyed Brooklyn Friends-style hospitality from Chef Tom Buckley and our dining services colleagues.

An Abundance of Spirit

In his convocation address, Rich Nourie, the Head of Abington Friends School, where Crissy spent a formative part of her career, talked about “people of spirit” in his life, characterizing Crissy as having an abundance of spirit. He talked about her humility, hospitality, openness, and humor

Crissy

is the first woman of color to serve as head of Brooklyn Friends School, and one of an estimated 15 women of color who serve as heads of school in more than 1,500 member schools of NAIS, the National Association of Independent Schools. Prior to her headship at BFS, Crissy Cáceres was Assistant Head of School at Georgetown Day School in Washington, DC, which enrolls more than 1,000 preschool-grade 12 students on two campuses. She also was Head of Lower School at Abington Friends School (Jenkintown, PA) and Assistant Head of Lower School and Teacher at The Episcopal Academy (Newtown Square, PA). She has a B.A. in Education and Public Policy with a minor in Psychology from Wellesley College and earned a Master’s Degree in Educational Policy and Leadership from the University of Pennsylvania. Since 2009, Crissy has been a faculty member at the NAIS Diversity Leadership Institute. She has served as a Middle States Accreditation Commissioner, co-chaired the NAIS People of Color Conference in Philadelphia, served on various leadership associations, and has partnered with schools and organizations nation-wide as consultant, presenter, and facilitator on various school leadership, social justice, and school culture and student engagement issues. She is a graduate of the NAIS Fellowship for Aspiring Heads.

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A Gathering of Friends continued from page 9

as well as the Inner Light and the Quaker commitments to equality, justice, peace, and inclusion. “Crissy is a transformative presence in anybody’s life,” he said. “She is a spark of intellect – a deeply grounded and wise person.”

Care and Connection

Crissy’s convocation speech – her first formal address to the school community – was personal and inspirational.

She talked about leading with love and gratitude, pledging to listen to a multiple of voices that would result in cohesive action for students and families. She also acknowledged Brooklyn Friends School’s history – its promise fulfilled and the promise remaining to be realized. “The realization of our potential and dreams will require me to be the ultimate, steady, and ardent dreamer myself, poised with action steps to actualize those dreams,” she said. “I believe so fully that our greatest version of who we are will rise, and live, and thrive, and do.”

BFS celebrated this moment in its history by live-streaming the convocation on Facebook. The link to the video is at brooklynfriends.org/ 2019convocation

She continued: “I have and will continue to strive to make space for genuine connection with each human being before me. I will provide constant care to this living ecosystem, allowing for each part to be fully tended to in order to optimally grow and thrive.”

Gloria Fernandez, Jacqui Pelzer, Karen Bradberry, Sherry Coleman, Trina Gary

L E F T T O R I G H T:

B A C K R O W : Brent Farrand, José Cáceres, Meredith deChabert, James Cox, Glinys Cáceres F R O N T R O W : Alani Cox-Cáceres, Kyla Noel-Cáceres, Milagros Delgado, Aleece Noel-Cáceres, Kailyn Cox-Cáceres

Jason Novak, Rich Nourie, Alicia Fernandez, Toni Williamson, Paula Cohen-Corbman

L E F T T O R I G H T:

Marlo Thomas, Peg Schultz, Kevin Barr, Lauren Dickert, Campbell Keyser

L E F T T O R I G H T:

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IN HER OWN WORDS Editor’s note: “If you want to know a person, ask them about their growing-up years.”

Below is an excerpt from Crissy’s Convocation Speech that beautifully illustrates this point.

I was born in Puerto Rico to young parents in a little town called Yabucoa, which is located right in the south east coast of my beautiful Caribbean island - Borinquén. My father was one of eight children; all were raised by my abuelita, who was widowed within months of the birth of her last child.

My abuelita was a seamstress, and when I say she was a seamstress, I mean that she was the seamstress for our entire town! You might think this was quite lucrative; however, whenever abuelita was asked to create a garment, she rarely ever asked for money in return. Instead, she bartered acts of kindness for lovingly-sewn garments.

After meeting my mother, my Papí proudly built a little home with a total of two rooms that had no indoor plumbing. Each day, I would walk down a path in the morning or night in order to go to the outhouse, which would always have the tiny coquí frogs singing in the night. To take a shower, I would either travel to the river, or I’d go under the makeshift shower that consisted of a hose connected to a giant drum that collected rainwater. I took a lot of cold showers as a child. My mother would rise before the rooster’s cry and tend to the garden, feed the livestock, fill a giant wash bin with water so that the sun could warm it and she could bathe us as babies. After cooking and all chores were done, she would go to the creek to wash clothing, pound them on the rocks, and hang them to dry.

We raised chickens and pigs, and we also had a couple of cows, that were sacredly used during special family times. We also had a large vegetable garden. On days when we were eating meat, it was actually my job to go out and run around where the chickens lived, to find the chicken for the day. Now I know, if you’re sitting here and you have never experienced this, or if you’re vegetarian, this may seem absolutely cruel. However, I always knew that we fed the chickens with the very best grains that we had, and since it was my job to take care of them, I always told them stories and sang to them. My mother and father would explain that the more we gave ourselves to them, the more worthy their sacrifice would be for us.

One day, when I was seven years old, my mother sat me down and told me that I had to leave all that I knew and go to the United States of America. She said that the five of us were moving for a better life.

I was devastated! My teachers loved me, and I loved them. My neighbors would miss me. Who would take care of the chickens? When would I see the ocean again? Would there be mango trees to climb in early morning hours? Would children wear uniforms to school and shine their penny loafers? Would my father have a job in sugar cane fields? Would I ever see a stalk of sugar cane again? Questions… I only had questions.

I will never forget. I arrived on July 14, 1982 at 1:20 AM, six days before my eighth birthday, to Newark, New Jersey, in a giant 747 American Airlines plane, and when it landed, as Puerto Ricans would, everyone cheered and clapped. I just remember floating through the airport, consumed with all of the sounds and smells and images around me. We arrived at my grandmother’s apartment before 3 am, and I simply ran to her arms and sank into her warmth. I had never seen an apartment building. I wanted so very much to cry, but it was my job to be strong. My mother told me to sleep for a few hours because I needed to wake up and get to school (summer school) so that I could learn English before classes began in September.

I was numb. She sat me down on my abuelita’s plastic covered sofa, and said, “Crissy, we have left everything behind. We know nothing here. It is your job as the oldest to learn English, and to help your brother and sister learn, and to help your mami y papi learn what we should do. We have left it all, and now, it is your turn to help us.” . . .I will not tell you all of the stories that make up who I am, and yet I have exercised my vulnerability and given you a glimpse into several because at the heart of it all, it is my stories, your stories, OUR stories, that matter. It is the stories grounded in truth and honesty, in their limelight and in their darkness that reveal the fullness of who we are as human beings. It is making space to learn peoples’ stories that helps us to understand why we should care for one another and what we should care about.

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A Teacher’s Journey from the South Side of Chicago to 20 Years in the BFS First Grade with stops at the Post Office along the way

by Laura Leopardo, as told to Anita Bushell I grew up on the South Side of Chicago in a neighborhood called Roseland, which at that time was home to immigrant blue collar workers from all over Europe and their generational offspring.

My father emigrated to Chicago from Sicily with his family when he was nine years old.

He never received an education and didn’t even make it to the 8th grade. He had to work and make money for his family and worked as a barber his entire life. My mother, of Austrian descent, was a stay-at-home mom. Chicago was, and still is, very segregated. Unfortunately, due to the shameful history of racial tensions and white flight on the South Side, my family relocated to the suburbs, south of Chicago, when I was in high school.

I graduated from college with a Bachelor’s Degree in Elementary Education and did some teaching, initially, before changing careers. After a Master’s Degree in Art History, I eventually found myself working at the Leo Castelli Gallery in Manhattan. I first became aware of a Friends school while working there. One of the directors sent her children to Friends Seminary, in Manhattan.

Hearing her speak so lovingly about the school and its philosophy, I was curious to investigate Brooklyn Friends when it was time for my son to attend preschool. My husband and I looked at other neighboring public and independent Brooklyn schools, as well, but fell completely in love with Brooklyn Friends, after touring the school with Sara Soll. We only applied to Brooklyn Friends and luckily our son was accepted.

A year later, when I left the art world to return to teaching, I toured the neighboring schools once again to investigate where I would feel most comfortable, philosophically, teaching. Once again, Brooklyn Friends stood out, and I started working in first grade in the 19992000 school year. First grade to me is a magical year. The students really start their journey of becoming readers, writers/authors and mathematicians. They are full of wonder, joy and are motivated to do well.

Post Office Study Another point of learning that has been consistent during my 20 years in first grade is the Post Office study.

The Neighborhood study is our Fall unit and the Post Office is the spring unit, since it is one of the institutions that has a vital role in the functioning of a community or neighborhood.

The students are more proficient writers in the spring, which enables them to write letters more independently, so it makes sense skill-wise. After the children learn about the different Post Office jobs and their functions, they each are assigned a job of their choice and they open their own Lower School-wide, student-run post office.

The post office is open for a total of six days with the three first grade classrooms taking responsibility for running it for two days at a time. Students in other grades are equally excited when remembering their experiences in First Grade and enjoy writing letters to their friends and teachers as well. A flurry of letter writing ensues and

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“Dear Governor Northam” over the course of the run, the First-Grade Post Office processes approximately 3,000 letters in six days!

A very appealing element of the Post Office unit is how we’ve integrated it across other curricular areas. For example, literacy – through reading and writing; math – by counting, collecting money, categorizing and sorting; technology – by designing the stamps on ipads and printing them to sell; and most recently – through the lens of Service Learning.

Springboard for Activism Being an active animal activist outside of school, I had come to understand the importance of animal welfare from a moral and ethical standpoint, as well as how essential it is for our environment and health. The first grade teachers recognized that it would be age-appropriate to incorporate some letter writing focused on humane education and animal rights, since children love animals.

Humane education promotes respect, empathy and compassion in positive relationships with both animals and people and the environment, so it seemed like a logical place for the students to extend their learning in this area and be able to then take action. It also fosters children’s social and emotional learning. Teaching about kindness to animals awakens empathy that can then help children with interpersonal relationships, while it additionally helps them identify as agents of change leading to a more positive future.

Last spring, the “young activists” in first grade took pencil to paper to defend Asha, an elephant in captivity at Virginia’s Natural Bridge Zoo. Asha, according to first grade writer Maya, “lives in too small of a pen. She is forced to give over 10,000 rides a year. She is in the hot sun with no shade.

She is in the cold in the winter.”

Maya’s letter, along with those of her classmates, was mailed to the governor of Virginia, Ralph Northam. In their individual letters, the first graders asked Governor Northam to release Asha to an accredited elephant sanctuary. In a cover letter, Laura outlined the work of the students and focused on the fact that Asha was taken from her family when she was just two years old and has been denied the company of another elephant for decades. “This is a cruel sentence for an animal who requires contact with her own species,” she wrote. “It now understood to be inhumane to force Asha, or any elephant, to live a captive and solitary life.”

This wasn’t the first time first graders became activists through letter writing. After reading the book, Dear Mr. Blueberry by Simon James, (and others) the children learn how to write letters in the style of Emily, the little girl in the story who wrote letters to her science teacher, Mr. Blueberry. In the final stage of their letter-writing process they compose letters to leaders who can support the student’s vision for change.

Most recently – in addition to writing to Governor Northam – BFS first graders wrote letters to Rolf Paegert, Chief Operating Officer of the Miami Seaquarium, in support of releasing Lolita, an orca whale, from captivity. Through the years, the first grade has had several points of contact with New York City Council Member Stephen Levin, who represents the district in which BFS is located. The children wrote to him about Inky, a female pygmy sperm whale that was found stranded on the New Jersey coast with plastic debris in her stomach.

Students urged Council Member Levin to support Intro 0829-2018, a bill banning the sale of plastic water bottles in New York City parks and beaches.

Two years ago, Laura and her students also reached out to Council Member Levin, urging him to press for the passage of Int. 1233, which bans wild animals in circuses.

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Tapestry of Giving

by Anna Ferber

Parent Committee. Her volunteerism and dedication to BFS is what first drew me to Barbara, but what really caught my breath and inspires me is her personal story.

Growing up in western Pennsylvania, Barbara had a childhood that could be described as a quintessential ‘country’ upbringing. She happily recalls spending most of her free time playing outside on acres of land and riding trail-bikes through the woods. She remembers that during the winter months her family used a wood burning stove to heat the house, where she lived with her parents and older siblings.

PROFILE IN PHIL ANTHROPY AND VOLUNTEERISM:

Barbara Senecal Davis Above, Barbara with younger daughter Emma at a Blessing of the Animals service, and on the next page with her parents Bob and Barbara during her school days.

Anyone who knows Barbara Senecal Davis is accustomed to seeing her at almost every event at Brooklyn Friends School. As a longtime parent and volunteer, Barbara and her family have been at the School for eight years. While she currently serves as a Lower School VP alongside Avani Kadakia, she has co-clerked and been on several committees at Brooklyn Friends, including the Brooklyn Friends Fund

Her father, mother, and both grandparents worked in the steel mills until the industry collapsed. With education being a cornerstone of her childhood, Barbara’s father began working at Thiel College in the hopes that one day, Barbara and her siblings could attend school there. She indeed attended Thiel and went far beyond to pursue a doctorate and Ph.D in New York City. Barbara currently serves as the Executive Minister at First Presbyterian Church in the City of New York.

Echoing her father’s passion for education, Barbara shared the hopes and dreams she now has for her two daughters at BFS. In telling her story, I began to see BFS through her eyes. What drew Barbara here and keeps her at BFS is the community.

Simply put, Barbara says that BFS feels like home. She loves the changemakers

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Message from Lifetime Friend Cheryl Foote

curriculum, appreciates that every teacher has the agility to answer questions around social justice and equity, and believes fiercely in our growth mindset.

Her deep love for BFS comes from trust.

Barbara expressed her gratitude that she doesn’t have to worry about her kids being treated differently here because they have two moms.

The promise of a good education that her father instilled in Barbara now comes full circle. Attending her undergraduate school on an educational waiver because of her father, she draws a parallel with how the financial aid program at BFS empowers families like hers to be here. Growing up in a culture where you didn’t talk about money, Barbara finds it empowering to have conversations about economic diversity, what it feels like, and not just what it looks like. In her words, Barbara says she gives to the Brooklyn Friends Fund because she “believes so deeply in the work of this place.

I would encourage everyone to give to the Fund and not worry about the amount.

There’s something in the giving that speaks to the desire to build community.”

1977 1987 2001 2005

My brother Cornelius graduated from Brooklyn Friends School I started working at BFS and my daughter Cassie began school at BFS My daughter Cassie graduated from Brooklyn Friends School My sister Donna started working at BFS

“ And that’s the reason I support the Brooklyn Friends Fund.”

For more than 40 years, Brooklyn Friends has been a part of Cheryl’s family. And, in turn, Cheryl has shared the spirit of friends with everyone who walks through our bronze doors. Her roles are many in the community and her impact has been infinite.

Cheryl gives to the Brooklyn Friends Fund because she believes in our community and the many dreams we’ve fulfilled through more than 40 years. Join Cheryl today in supporting all of our dreams for BFS. Make your voluntary gift at brooklynfriends. org/donate.

Cheryl with Kindergartener Aila at the All-School Art Show

I’m grateful to have learned Barbara’s story and am honored to share it with you. Every member of BFS has a story to tell. Together, we become one story. Our lived experiences contribute to this tapestry we create together as one community, one BFS with infinite impact.

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A L U M N I Class Notes

by Lekeia Varlack Judge ’99

Spoiler alert! If you are looking for a great show to watch while supporting a BFS alum, check out actor alum Fisher Stevens ‘81 on the second season of the HBO hit series Succession. Fisher joins an impressive cast on the show, described by the Rotten Tomatoes website as “a divine comedy of absolute power – brought to vivid life by a ferocious ensemble.”

If you were watching MSNBC’s The Beat with Ari Melber on July 31, you might have seen Darrick Hamilton ‘89 on a panel discussing current political issues. A professor of economics at the New School for many years, Darrick is currently the Executive Director of the Kirwan Institute for the Study of Race and Ethnicity at The Ohio State University. He continues to make us proud by sharing his sociopolitical prowess and encouraging thoughtful discourse on various media platforms.

Gardiner Comfort ‘98 has been an instructor for more 10

years, currently teaching acting and theater at Queens College.

He’s also doing private coaching with young people, working via Skype with a few middle schoolers in Charlotte, NC, which has been going very well. A graduate of Skidmore and the American Repertory Theater’s Institute for Advanced Theater Training at Harvard, Gardiner is interested in sharing his skills with members of the BFS community.

Lekeia Judge ‘99 can add published author to her list

Liberty League selection, a three-time American Volleyball Coaches All-American player and holds the sixth place in the NCAA Division III record book for career digs.

Asha Boston ‘08 designed the Air Max 270 React sneaker

for Nike through their new initiative NIKEBYYOU. The sneaker design was inspired by the R46 MTA car that ran on the A line, connecting the Black communities in Harlem and Brooklyn. As an added bonus, alum and fellow colleague Jamara Hill ’10 choreographed the commercial featuring recent graduate Jailen Langhorne ’19 and current BFS sophomore Justin Hohn ’22.

This summer, Airenakhue Omoragbon ‘15 interned at Poly Prep in their advancement office. She started attending Columbia University this fall to pursue her Masters in Social Work.

Downbeat magazine (May 2019) referenced the musical talent of Devante Dunbar ’18. In a review of Continuum by the Jessica Jones Quartet, it was noted that “Young alto saxophonist Dunbar leaves an indelible mark on the three tracks where he is featured.” This acknowledgement paves the way for a bright future as a musician. As long as Devante keeps making beautiful music, we’ll be listening.

IN MEMORIAM

of accomplishments, writing an article for the Athletica educational journal. Her autoethnography details her experiences while studying youth development in Colombia, specifically identifying and examining social emotional learning practices exhibited in a variety of youth-based organizations.

Congratulations to Becky Herman Simon ’02, who was inducted into the Skidmore College Athletics Hall of Fame on October 5, 2019 for her outstanding achievements in Women’s Volleyball. As a scholar-athlete at Skidmore, Becky was recognized as one of the top defensive players in the region, winning NYWCAA Defensive Player of the year honors all-four seasons. She was a four-time All-

Dr. Stephen E. Wortman

Elizabeth Stubbs Cooper ’33 X Arlette Philippous Brauer ’34 X William T. DeLorenzo ’40 X Paul Johnson ‘65 X Hilda Davis (mother of Jamal Davis ’07) X Wynne Noble (mother of Tess Strohm ’17)

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Second Time Around

by Lekeia Varlack Judge ’99

It’s not the number of people attending an institution that indicates its success, but rather those who return.

Perhaps this is a famous quote, or maybe it’s just an observation that applies to Brooklyn Friends. I count myself among the many alumni colleagues who have returned to BFS as an employee to share our professional skills with the same community that helped foster us when we were students.

The experience is definitely different on this side of things, but I don’t think the significance of the “full circle” moments we experience as alumni colleagues are lost on any of us.

I recently had the opportunity to catch up with Giancarlo Colageo Milea ’11, an alum who is now working as an Upper School history teacher. “It feels great to be back,” he said, adding that it is bittersweet replacing the teacher that referred him for the position, former history chair Ed Herzman. “It feels like I am picking up where I left off.” As someone who works with the alumni community, I can confidently say “Same here, Giancarlo.”

Claudia Lewis ’88, Preschool Afterschool Director and Teacher

Also part of our alumni community are the following colleagues who, like Giancarlo, attended BFS prior to high school:

Jesse Phillips-Fein ’97 in the Middle and Upper School Peter Mackie ’12 in the Advancement Office Nina Littman ’06 and Eliza van Rootselaar ’01 in the Lower School.

In addition to our growing group of alumni colleagues, we also have an impressive number of graduates who choose to send their children to BFS. This reunion with their alma mater is often a trip down memory lane for the parents where they can compare the educational experiences of the past to the present.

The representation of alumni in various capacities at BFS, whether it be as a colleague or a parent, strengthens our appreciation for school traditions and reinforces our influence in this community. So I’ll end this much like how I started, but with a real quote this time: “Welcome back my friends to the show that never ends.

We’re so glad you could attend, come inside, come inside.”

– Emerson, Lake and Palmer

Giancarlo joins a growing group of alumni colleagues working at BFS. They are:

Seth Phillips ’81, Assistant Head of School Lekeia Varlack Judge ’99, Director of Alumni Dakota Benedek ’08, Director of Infrastructure

Technology

Crystal Backus ’96, Director of Admissions Outreach Amanda Welch ’03, Kindergarten Teacher Edson Elcock ’03, Physical Education Teacher Jamara Hill ’10, Physical Education Teacher Melissa Poitevien ’98, Lower School Teacher Jazelyn Montanez ’98, Preschool Assistant Teacher

Claudia Lewis ’88 and Dakota Benedek ‘08

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BRINGING BFS INTO THE LARGER WORLD: An Interview with

Thomas Chamberlain ’15, Michelle Li ’15, and

Terry Kung, Director of College Counseling

by Anita Bushell

It’s not every year that three Brooklyn Friends School alumni graduate from Stanford University but that is exactly happened on June 16, 2019. Thomas Chamberlain, Daisy Feddoes and Michelle Li (all BFS class of 2015) collected their diplomas at the 128th commencement of the venerable California institution.

Thomas received a Bachelor’s degree in Philosophy and was a production and historical archive specialist for Ken Burns’ upcoming PBS documentary Gene, An Intimate History. Daisy was awarded a B.A. in Psychology and East Asian Studies.

She studied abroad at Doshisha University and was an educational intern at the Institution for a Global Society in Tokyo. Michelle received a B.S. in Mathematical and Computational Science with honors. She was a research assistant at Stanford University School of Medicine and an intern with Genentech.

BFS Journal contributing writer Anita Bushell spoke to Terry Kung, Director of College Counseling, as well as Thomas and Michelle about their experience at BFS, the transition to Stanford, and what the future holds for them. (Daisy was unavailable for an interview; we hope to catch up and share her story in the near future.)

What is the implication of these three students graduating from Stanford and what does it mean for BFS? Terry: The class of 2015 was the very first group of students I worked with at BFS, and the last class to experience our former Upper School space on Willoughby.

I hit the ground running as they were knee deep in the college process and they warmly placed their trust in my guidance. The very fact that three unique students with different academic interests ended up calling the same university home was testament to their authentic approach to the application process.

What struck me most was how the Quaker SPICES (simplicity, peace, integrity, community, equality, stewardship) were so organically instilled in our students, including these three. Thomas reminds me of how floored he was when I suggested Stanford as a great match for him. And, Michele and Daisy were similarly modest. When you have three bright examples of BFS students who not only put their best foot forward in the college application process, but in all that they do, the work we collectively do with them is not only rewarding but refreshing and energizing as well.

While we are proud of all of our students and recognize the pure coincidence of these three having chosen Stanford, what stands out most is how their lives have been, and continue to be, shaped by what they learned here at BFS. While we can never fully emulate the world for our students, they can and bring more of BFS into the larger world.

Thomas and Michelle, at what age did you enter BFS? Thomas: I started at Brooklyn Friends in Kindergarten.

Michelle: I started at the Upper School.

What was your transition to BFS like?

Thomas: I don’t remember much about my transition, since I was very young—I do remember liking the graham crackers they gave us in my kindergarten class.

Michelle: I was very fortunate to meet some incredible girls during the preseason volleyball practices the summer before my freshman year. They made

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Michelle Li, Daisy Feddoes, and Thomas Chamberlain with their fellow Stanford graduate and Brooklyn friend, Courtney Bowen

about you as a contributor to society. Scores and grades matter, but so do your character and potential to be a leader in your field(s).

What’s next, now that you’ve graduated?

Thomas: I’ve spent the summer playing music in Nashville with a band I started in college. Next month I’ll be moving back to NYC and finding work and a place to live.

transitioning into BFS much easier, since we shared similar backgrounds and goals. We were able to help each other with issues in school and at home. I could not have asked for better friends.

What teachers had a profound effect on your experience at BFS? Thomas: In history, Ed Herzman and Jesse Klausz; in science, Travis Merritt and Kristen Baldiga; and in English, Sidney Bridges.

Michelle: Vladimir Malukoff (my advisor), Julien Remy (my 9th-10th grade dean, 11th-12th grade dean, and IB HL Math teacher), and Vanessa Aird (my faculty advisor for the Panthers Supreme Dance Team) were wonderfully supportive throughout my time at BFS. Not only did Vlad keep me updated every morning with current events, providing historical context where necessary, he always lightened the mood with his banter. Julien never failed to make me feel welcomed at BFS, and it was very fun and challenging (in the best way possible) to be taught by someone who also really loved and had a deep appreciation for math. Vanessa always pushed me to be my best self, both in academics and the Panthers Supreme Dance Team. I believe that her confidence in me made me feel like I could be confident in myself as well.

What advice would you give current students at BFS? Thomas: I would say don’t worry about what the “right” extra-curricular activities are for getting into college (my mom worries about this a lot). Instead pick things you’re interested in, no matter what they are and really commit to them; in the classroom I would say be curious—ask every question you have and don’t be afraid to keep asking questions if you’re not satisfied with the answer to your first one.

Michelle: Try not to lose sight of the issues/matters that are important to you, whether they be activism, arts, sports, etc. Life is hard enough, so you might as well do more of what brings you joy and/or a sense a purpose. On a more career-oriented standpoint, college admissions really care

Michelle: I am currently pursuing a Ph.D. in Biomedical Informatics at Harvard Medical School. I am excited to make use of my love for math and computer science to tackle some of today’s most pressing medical issues, like drug resistance.

Finally, how did the Quaker education you received at BFS prepare and guide you for your studies at Stanford, on a micro and macro level? For example, daily life and challenges, as well as the larger issues of growing up, being away from home, and navigating the world of the university for the first time?

Thomas: I think all the Wednesday afternoons I spent sitting in silence at BFS gave me an appreciation for the importance of being a good listener, and some sense of how to be one. When I first got to college, I was definitely a little intimidated by the academic environment and shy about speaking in class. So I got really good at participating in class, just as a listener first, and that helped make me a better student, classmate and scholar down the road. But maybe more importantly – in my social life – I’ve found that being a good listener has made me a better friend and leader.

College is a time of rapid personal growth and change for a lot of people and being a good listener for my friends helped me navigate that personal growth in myself.

Michelle: These are great questions. I had to think about them for a bit. I believe the Quaker education inherently tries to cultivate mindfulness, both towards others and in ourselves. It has certainly helped me put the challenges of college – like navigating through difficult coursework and making new friends – into perspective, so that I would not get as easily overwhelmed. Also, being in the habit of reflecting upon my experiences has kept me grounded, in a way that reminds me to prioritize accordingly. That’s one of the strategies I have used to avoid spreading myself too thin or being too hard on myself for making certain decisions.

It doesn’t always work because I am a bit of a workaholic and perfectionist. Now, in terms of being mindful towards others – I really value taking the time to give my closest friends the space they need to vent and actually be listened to, as corny as that sounds. It’s helped me find my closest friends at BFS, whom I still stay in touch with to this day, and at Stanford.

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Remembering and Celebrating the Life of

DR. STEPHEN WORTMAN STEPHEN ELLIS WORTMAN, PH.D. – known to all at BFS as Dr. Steve – passed away on August 16, 2019 after a brief but aggressive illness. An inspired teacher of Latin at BFS since 2001, Dr. Steve was also an accomplished musician, insightful writer, and avid conversationalist. He was always learning, and he lived life to the fullest.

Dr. Steve’s sudden death was a shock to colleagues and students at BFS, especially since he was expected to be back at school in September, teaching Latin, advising students, supporting all aspects of student life – especially athletics and the performing arts – and offering his warm friendship, caring support, and characteristic humor to colleagues. He had a genuine

interest in every student’s life and pride in each individual’s accomplishments; he was genuinely present for all.

On October 19, 2019 Dr. Steve’s family, friends, and extended family of students and colleagues gathered for a Quaker Memorial Meeting, a Meeting for Worship with a Concern for the Departed, at the Schermerhorn Meeting House. There were many tributes, reflections, musical presentations, as well as shared memories and lessons learned that came out of Quaker silence. Friends and family touched on almost every aspect of Dr. Steve’s incredible life, leaving many – though saddened – grateful for having known a man who was so wellloved and respected.

Reflection from Jackson Kipper, Class of 2020 Dr. Steve was my Latin teacher since the 7th grade and, little did I know then, he would teach me far more than the mechanics of an ancient tongue. He taught me about the beauty of the ancient world, imbued within me a deep passion for scholarship, and he taught me the meaning of irony, something that prior to meeting him, I was incapable of understanding.

Dr. Steve was far more than a teacher to me: he was a mentor, a father figure, an inspiration, and, most importantly, a friend. One of my favorite stories of Dr. Steve and his unwavering devotion to the Lingua Latina Sacrosancta was during a curriculum night in middle school. One parent asked him, “What is the purpose of studying Latin in the modern day?” Dr. Steve, being Dr. Steve, saw this as an opportunity, so he immediately turned the question around and asked the parents what they thought the purpose of learning Latin was. One parent responded by saying that it had useful applications in linguistics or history. Another noted that there are many legal and scientific terms that are in Latin, which is good to know. A third simply stated that it looked good on a college application.

Dr. Steve acknowledged that these were all good answers, but then he gave his own: the best reason to study Latin is to be able to read and appreciate the poetry in its native tongue – the point of studying Latin was Latin.

The importance of its study was far more than any practical application. Its study carried a profound weight – a piece of humanity and a beauty that only grows with the passage of time.

Dr. Steve made it his life’s work that new generations would know of this ancient beauty, and I am eternally grateful to have learned it from him.

A memorial fund has been established in Dr. Stephen Wortman’s name by Sylvia Smith, his wife and life partner of more than 35 years. Gifts may be made in his memory at brooklynfriends.org/donate.

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Kaley Block BFS Class of 2020 Brooklyn Borough Hall Global Youth ClImate Strike September 20, 2019

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Brooklyn Friends School 375 Pearl Street Brooklyn, NY 11201

Address Service Requested

2019-20 Brooklyn Friends Fund Parent Volunteer Committee Michael Lieberman, co-chair Sharon D.D. Reid, co-chair Analisa Barrett Anne Fulenwider & Bryan H. Blatstein Barbara Senecal Davis Buffi McDonald Cheryl Steed Candy Wilcocks Constina Alston Howley Dwight Mathis Jodi Utz

John & Vanessa McGuire Karin M. Kringen Kevin Macleod Mary Beech Matthieu McAuliffe Melissa Manning Michael Farkas Nathalie Sommer Rachel O’Connell Sunyoo Kim Taek-Geun Kwon Terry Kung Verina Crawford

Colleague Volunteers Karen Danzig Vanessa Ehler Camille Fobbs Sarah Gordon Elizabeth Heck Zenzile Keith Mary Osorio Nancy Tanney Janet Villas Anna Ferber Director, Brooklyn Friends Fund

Please make your annual gift to the Brooklyn Friends Fund.

brooklynfriends.org/donate

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