Spring 2019 Brooks Bulletin

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BROOKS BULLETIN • SPRING 2019

T H E C E N T ER FO R TH E ARTS

BOA R D OF T R UST E E S President Steven R. Gorham ’85, P’17, P’21 Andover, Mass.

The boys 1st soccer field was dedicated Dusty Richard Field in fall 2018. Dusty, who has coached soccer and taught math at Brooks since 1978, retires following this academic year. Three of the school’s current trustees played soccer for Dusty. Turn to page 28 to read about how Dusty’s concept of team leads to success on the pitch and in the classroom.

Jonathan F. Gibbons ’92 Needham, Mass.

Shawn Gorman ’84 Falmouth, Maine

Vice Presidents John R. Barker ’87, P’21 Wellesley, Mass.

Paul L. Hallingby ’65 New York, N.Y.

Whitney Romoser Savignano ’87 Manchester, Mass.

Robert W. Hughes P’16, P’19 Andover, Mass.

Secretary Craig J. Ziady ’85, P’18, P’20, P’22 Winchester, Mass.

Booth D. Kyle ’89 Seattle, Wash.

Treasurer Valentine Hollingsworth III ’72, P’17 Dover, Mass.

T R UST E E S Pamela W. Albright P’10, P’16 Topsfield, Mass.

Cristina E. Antelo ’95 Washington, D.C. Peter J. Caldwell Morristown, N.J. W. J. Patrick Curley III ’69 New York, N.Y. Peter V. K. Doyle ’69 Sherborn, Mass.

Anthony H. Everets ’93 New York, N.Y. Nancy Ferry P’21 West Newton, Mass.

Zachary S. Martin P’15, P’17 Wellesley, Mass.

Brian McCabe P’18 Meredith, N.H. John R. Packard Jr. P’18, P’21 Head of School North Andover, Mass.

Daniel J. Riccio P’17, P’20 Los Gatos, Calif.

Belisario A. Rosas P’15, P’21 Andover, Mass.

Juliane Gardner Spencer ’93 New York, N.Y. Ramakrishna R. Sudireddy P’15 Andover, Mass.

Isabella Speakman Timon ’92 Chadds Ford, Pa. Alessandro F. Uzielli ’85 Beverly Hills, Calif.

Meredith M. Verdone ’81, P’19 Newton Center, Mass.

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A LUMNI T RU STE E S Ronald P. Dixon ’06 Newmarket, N.H. Caroline E. Trustey ’13 Wenham, Mass.

T R UST E E S E M E R I TI William N. Booth ’67, P’05 Chestnut Hill, Mass.

Henry M. Buhl ’48 New York, N.Y. Steve Forbes ’66, P’91 Bedminster, N.J. James G. Hellmuth P’78 Lawrence, N.Y. H. Anthony Ittleson ’56, P’84, P’86 Green Pond, S.C. Michael B. Keating ’58, P’97 Boston, Mass.

Frank A. Kissel ’69, P’96, P’99 Far Hills, N.J. Peter A. Nadosy ’64 New York, N.Y. Peter W. Nash ’51, P’81, P’89 Nantucket, Mass.

Cera B. Robbins P’85, P’90 New York, N.Y. Eleanor R. Seaman P’86, P’88, P’91, GP’18 Hobe Sound, Fla. David R. Williams III ’67 Beverly Farms, Mass.

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B CONTENTS B U LLE TI N • S P RI N G 2 0 1 9

Head of School John R. Packard Jr. P’18, P’21

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Director of Institutional Advancement Gage S. Dobbins P’22 Associate Director of Alumni and Parent Programs Nicole Mallen Jackson ’95 Associate Director of Alumni Relations Carly Churchill ’10 Director of Admission and Financial Aid Bini W. Egertson P’12, P’15

Director of Communications and Marketing Dan Callahan P’19, P’20 Director of Publications Rebecca A. Binder Design Aldeia www.aldeia.design Alumni Communications Manager Emily Williams Assistant Director of Communications Jennifer O’Neill

Unsolicited manuscripts are welcome. Opinions expressed in the Bulletin are those of the authors and not necessarily of Brooks School.

Correspondence concerning the Bulletin should be sent to Editor Rebecca A. Binder: mail Editor, Brooks Bulletin 1160 Great Pond Road North Andover, MA 01845 email rbinder@brooksschool.org phone (978) 725-6326 © 2019 Brooks School

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FEAT UR ES

D E PA RTM E N TS

20 A Living Building

02 M essage from the Head of School

The Center for the Arts, which opened in October 2018, has quickly become an important part of daily life at Brooks.

28 Thank You, Dusty

As Dusty Richard prepares to say goodbye to Brooks, he reflects on four decades of teaching, coaching and living at the school.

03 News + Notes 43 Brooks Connections 50 Class Notes

36 T he Unintentional Places

Students reveal their favorite places on campus, and tell the Bulletin how these corners of the school help them feel at home.

ON THE COVER: The Center for the Arts at dusk.

The building opened in October 2018 and immediately became a hub of campus life. It provides dynamic, collaborative space for our arts and other academic departments, and it also serves as a central gathering place in which students and faculty engage with each other and life at Brooks.

PHOTO: COURTESY OF ANN BEHA ARCHITECTS

A MESSAGE FROM JOHN R. PACKARD JR. HEAD OF SCHOOL

Enduring Legacies and Exciting Opportunities When I arrived at Brooks to begin as an

“ I am struck by the degree to which all that Dusty managed to be for students over these 41 years is precisely what we hope the Center for the Arts will facilitate over the many years ahead.”

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intern in the history department in the summer of 1990, I had also been assigned to work in the boys soccer program.

Before school began, I was invited one morning to have breakfast with Joan and Cliff Irons ’63. I remember them asking me what I would be doing at Brooks, and I included coaching boys soccer in my reply. Immediately, Joan and Cliff both remarked that I would be “in for a treat” while wearing that hat. The treat was the opportunity to work with Myles “Dusty” Richard, and I was fortunate enough to do so for 18 wonderful years.

In what is now nearly 41 complete years at our school, Dusty’s impact as a math teacher, dormitory parent, soccer coach, advisor and deeply committed faculty member adds up to quite an enduring legacy. In contrast to Dusty’s long and extraordinary run at Brooks is the exciting opportunity we are beginning to lean into with our Center for the Arts. I am struck by the degree to which all that Dusty managed to be for students over these 41 years is precisely what we hope the Center for the Arts will facilitate over the many years ahead.

Throughout his career, Dusty sought ways to discover and support students in their pursuit of excellence. I do not know how many students took his legendary course covering three years of high-level math in just two years, but those students know well the excellence he expected in the classroom and on the Advanced Placement exam. When we think ahead about our Center for the Arts, we think about forging paths to excellence with our students in visual art, music and theater.

Beyond seeking excellence, Dusty drew students to his passions. Math students who took on an ambitious course and fell in love with the subject matter.

Soccer players who were perhaps on the fence about the sport when their Brooks careers began and went on to play in college. And, more recently, the students who chose “Car Wars” during Winter Term, and worked alongside him to bring a car back to life — perhaps his greatest passion of all! Our Center for the Arts was designed and placed in the center of our campus to have similar effect.

We wanted to position the arts department to share its passion with students in ways that draw increasing numbers to studios, rehearsal rooms and stages.

In ways that Dusty realized routinely throughout his life at Brooks, we find ourselves on the front edge of what a stateof-the-art facility and devoted faculty can do to foster broader and deeper experiences in the arts.

While it is certainly true that buildings and facilities are not people, nor substitutes for them, the thought of Dusty Richard’s retirement coinciding with the opening of our Center for the Arts leaves me believing that seeking excellence as we draw students to passions we share in an environment that encourages both will hold over time. In this issue of the Bulletin, I believe you will see what I see, as we look back at a career that will endure and look ahead to a program teeming with possibility and opportunity. To lead a school where one can find inspiration in both what we have been and intend to be is an incredible privilege.

Have a wonderful start to your summer.

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NEWS + NOTES IN THIS SECTION 04 News from Campus 08 Campus Scene 10 A Day in Chapel 16 Athlete Spotlight 18 Athletics News

The Winter Term course “Surf Science and Culture� brought a little bit of summer to January at Brooks. Students took surfing lessons, learned the science of wave creation and NOAA forecasts, and studied the metamorphosis of surf culture from an anti-authoritarian rebellion to a multimillion dollar business. The class also built surfboards and skateboards, including this swallow-tail surfboard made out of sustainable Maine cedar. The etching is of the Atlantic river herring, a fish that is local to Cape Cod.

N EWS FRO M C A M P US

PHOTO: COURTESY OF BETH ANN FENNELLY

NEWS + NOTE S

An Enlightening Conversation Over Winter Term, a class of budding poets got the chance to have a conversation with a renowned poet and author.

Beth Ann Fennelly, poet laureate of Mississippi, spoke with a Winter Term class of poets.

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English faculty John Haile’s Winter Term class, “Still Waters: Poetry,” explored the world of human expression through poetry.

The class read, absorbed and experimented with a wide range of written and spoken poetry styles, wrote and workshopped their own poems, and attended poetry readings in the greater Boston area.

The class also had a chance to speak with several working poets, including Beth Ann Fennelly, who videoconferenced with

students and faculty in their Ashburn Chapel classroom. Fennelly is the poet laureate of Mississippi. She has published three books of poetry, as well as, more recently, a collection of essays, a novel co-authored with her husband, Tom Franklin, and a collection of micro-memoirs.

“There’s nothing like speaking with a working artist — let alone someone of Beth Ann’s caliber — to give the kids a sense of what’s possible,” Haile says. “I feel so

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privileged to have had the chance to facilitate that kind of conversation for aspiring young writers at Brooks.”

Eager students peppered Fennelly with a wide range of questions. They asked how she knew she wanted to become a poet (when she took her first poetry class, she said); whether she drew inspiration from her own life or from made-up occurrences (both, she said: “One of the really cool things about being a writer is being alert to the world around you,” she explained. “A writing life allows you to immerse yourself in the lived experience.”); about vulnerability (Fennelly finds her own and others’ vulnerability “valuable” in a world of social media perfection); and her editing and revision process.

“Usually, as young writers, we forget that published writers are just like us,” reflects Aileen Arias ’21, one of the members of the class. “They get writer’s block, doubt their work and sometimes have no idea what’s coming next. I realized that I don’t always need to have everything figured out, and I don’t always need to come up with a masterpiece in one day. It takes time, patience and passion to become a writer, and that’s something all writers should always remember.”

Reached for comment, Fennelly told the Bulletin that she likes to encourage students to write creatively. “I love to talk to students so they don’t think poetry is only written by dead people,” she says, “that poets are not special or chosen, but just regular imperfect people. Writing trains our emotional intelligence and prepares us imaginatively and spiritually to comprehend and mast life’s events.”

Fennelly left the class of young poets with some final advice: “Read as much as you can of all different voices,” she said. “Remember to privilege the beauty of language. We live in a society that privileges speed over beauty, and where communication is a lot about who can say something the fastest.

That’s not necessarily who says something with the most insight, or who’s done the most reflecting, or who’s the best thinker, or who’s chosen the best language for this powerful thought.”

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The Wilder Looks Into the Future This year’s Wilder Speaking Contest engaged the entire student body, as Brooksians were asked to look ahead into the future.

The 52-year old Wilder Speaking Contest peered into a crystal ball this year. The competition asks students to develop a powerful speech or spoken-word poem based on a common, all-school topic. This year, the prompt asked students to look ahead with two broad, wide-ranging prompts: First, the phrase “the future is no more uncertain than the present”; second, a quote attributed to celebrated novelist Zadie Smith, “The past is always tense, the future perfect.”

Every Brooks student participated in the first round of the competition when they drafted and performed speeches as part of their English class curriculum. From there, students competed in later quarterfinal and semifinal rounds, and the final round — an all-school dinner followed by presentations from five finalists in Ashburn Chapel on March 4.

Speeches covered a variety of topics, from the rise of artificial intelligence, to the increasing effects of climate change, to the uncertainty of being admitted to college, to social media’s ability to speak truth in an atmosphere of biased news sources. Finalists included three spoken-word poetry pieces and two traditional prose speeches. Hongru Chen ’22 won on the strength of a spoken-word piece that reflected hope for a future free from prejudice.

D OI N G G OOD WH I LE D OI N G WE LL

Students from the Winter Term class “The Art & Science of SCUBA Diving” headed for Roatan, an island located off the coast of Honduras, over spring break. In addition to practicing their newfound skills in the waters off the tropical paradise, the group spent time helping restore coral reefs. Divers, the class learned, collect broken pieces of healthy coral and plant them on “coral trees” in a nursery before transplanting the regrown coral back onto the reef. Students eagerly helped clean the coral trees of built-up algae. They worked in teams of two to scrub the trees, and were able to clean the entire nursery in just over an hour.

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NEWS + NOTE S

N EWS FRO M C A M P US

me to. Wrestling seemed accommodating because of its different weight classes and because it doesn’t matter what sex you are.

My first three years at Brooks, I didn’t have another girl to try it with. Then this year, one of my closest friends [Axidi Iglesias ’19, who finished the season as manager] said that she’d try it with me. I really wanted to learn the technical aspects of the sport and learn how to do all the moves. It’s physically demanding. I think it’s the hardest thing you can do. It also requires a lot of strategy.

3 Lily Valerio ’19

Fast 5 // Q+A Lily Valerio ’19 answered her sense of adventure when, as a sixth-former, she signed up to be the school’s first woman wrestler. The Bulletin sat down with Valerio to talk about how she’s taking to her new sport, about her first win and about how she sees her place in Brooks history.

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How does it feel to be the school’s first woman wrestler? I was actually pretty shocked that I’m the first one — it’s the year 2019! It’s pretty sweet, but I also feel sometimes as if I don’t have a role model, someone who’s come before me. In fact, I feel as though I’m the role model for the next girl, so I feel a lot of pressure to do a good job and perform well.

The team and [head coach Pat] Hitschler have been very supportive. It’s like I’m one of the guys! I feel totally comfortable here.

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You’ve never wrestled before. Why try it now, in your sixth-form year? Right. I mean, now or never! I’ve always loved to play sports, but my family doesn’t have the money and my hometown doesn’t have the structure to allow

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What’s the most surprising thing you’ve learned about yourself through wrestling? I can be really aggressive! I really like physical contact.

It’s empowering to drive into someone and make them fall. We don’t really give girls an opportunity to try that and to learn that.

I’d love to see Brooks continue to encourage girls to wrestle and continue to give girls a chance to try it out. For me, it’s not about winning or losing a match, it’s about implementing what you learn in practice and making good decisions.

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But, you did win your match against Milton Academy. It was my first match on the varsity level.

I was wrestling another girl. It was daunting — I knew I had all eyes on me, and I felt pressure to win. I played my cards well and I went for her legs a lot, and at the end I just made sure she was pinned down for a good few seconds. When I heard the ref slam the mat and ring the bell, I thought, “Wow!”

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You seem very confident.

Has wrestling changed the way in which you move through the world? I’ve been exposed to a lot of misconceptions about girls, and challenging them has made me a much more confident person outside the wrestling room. I’ll challenge people who think I can’t do this because of my sex. Even if girls have been wrestling for a while now, it’s still rare to see a woman wrestler. If you try your best to beat me, I’ll try my best to beat you, and that will make all the difference.

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“Jackson & Greg in the Courtyard,” by Lehman artist Emilie Rhys.

In the Lehman An exciting slate of artists closes out the 2018–2019 exhibit schedule.

The Art of Music Maya Neckles ’20 (above) got into the groove in January when arts faculty Maylo Keller’s band, The Swamptones, stopped by the main stage in the Center for the Arts to play an eclectic mix of music ranging from Cajun classics to old-time rock ‘n’ roll.

The rousing performance played a role in Winter Term. Arts faculty Amy Graham’s class, “Drawing the Music,” created art as The Swamptones played. In conjunction with a Robert Lehman Art Center exhibit of New Orleans-based artist Emilie Rhys’s work, the class created drawings while watching musicians perform. Rhys focuses on drawing musicians at work in New Orleans. The class ventured beyond Brooks, also: They canvassed regional venues and styles of music, and stayed in Boston for two nights to work with performers from the Berklee School of Music, the New England Conservatory and bedrock music clubs in Boston.

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The Robert Lehman Art Center continued its inspiring rotation of art exhibits this spring, beginning with the show “Music Inked Into Art” in January. Emilie Rhys, an artist who sketches musicians at work in her native New Orleans, displayed her work alongside student work from the “Drawing the Music” Winter Term class after serving as artist-inresidence. [Ed. Note: see “The Art of Music,” left, for more information on the class.]

Mixed-media artist Kristi Kohut picked up the reins in February. She also served a teaching residence while exhibiting her work.

SNAPSHOT Members of the class of 2019 took to a fresh snowfall on the new quad between the Center for the Arts and Wilder Dining Hall to make their mark. This view is from the steps of the Danforth Center.

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NEWS + NOTE S

NCEWS C AE M P US A M PFRO US SMCEN

Shaunielle McDonald ‘94 (center) and Kenny Harmon ‘93 (right) ring in the Center for the Arts with song during the building’s formal opening celebration in April. Director of Choral and Classical Music Kenneth Griffith II (left) accompanies them. More than 200 Brooks alumni, students, faculty and friends came together for the evening event.

Guests toured the building and observed students at work in the classrooms before assembling in the theater for remarks

by Head of School John Packard and a singing performance by alumni. Following the performances, adults congregated for cocktails, conversation and appetizers. Art was on display throughout the building through the course of the evening, including photography by Grammy Award-winning folklorist Bill Ferris ’60 and photographers Molly Bingham ’86, Frick Byers ’84 and Hannah Latham ’17; paintings by artists Tjasa Owen ’89, Albert Nascimento ’10 and Jim Sperber ’87; plus an installation created by kinetic sculptor Tim Prentice ’49.

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NEWS + NOTE S

A DAY I N CHA P EL

On Marigolds and Walnut Trees A beloved biology teacher takes to the Chapel podium to encourage students to be marigolds, not walnut trees. What follows is a condensed and edited version of Laura Hajdukiewicz’s recent Sunday Chapel speech.

Good evening. There’s a little story about marigolds and walnut trees that I want to share with you tonight.

Vegetable gardeners love marigolds.

If you plant marigolds in your garden, the vegetables will be healthier and bigger and yield more veggies, because marigolds attract bees, which are great for pollinating the plants. More importantly, marigolds repel a ton of nasty garden pests like nematodes and slugs and hornworms, because their roots secrete a chemical that deters them.

Marigolds have a strong smell; scientists believe they protect the garden by masking the smell of the vegetables that the pests like. Marigolds have really pretty, bright flowers that add color and beauty to a vegetable garden. Marigolds are easy to raise, also. They’re low maintenance. They don’t need a lot. They help the entire garden to thrive.

Walnut trees are the exact opposite of marigolds. Their roots secrete a toxic chemical that kills almost everything in a 30-foot radius around them. Vegetables are especially susceptible to walnut

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trees. They cause the plants to wilt, wither and eventually die. Walnut trees are very selfish plants — essentially, they kill other plants growing near them because they want all the resources for themselves.

Think about the people around you, and think about yourself, and ask: “Who are the marigolds in my life? Am I a marigold, or a walnut tree?”

We all know people who are the marigolds. These are the people who lift up everyone around them. They are often selfless: They want the people around them to thrive and be successful. Marigolds encourage and nurture others. These are those friends who are happy for you when you do well on a test (even if they didn’t do well on it themselves). They will help you study, even if it takes time away from their own studies. They think about the whole community and want to make it better.

They are the people who give back, who give of themselves, who brighten your day. When you are around them, you feel good.

Similarly, I bet you can think of some people who are walnut trees. These are people who can be toxic to the group.

They bring negativity to the community and can bring people down. These are people who think of themselves first and others rarely. They want all the resources for themselves, and they put others down because it makes them feel better about themselves. Walnut trees can make you feel insecure and discouraged. They can also infect you with their negativity and pull you into that vortex of destructive energy.

Here is my challenge to you. Be a marigold for someone else. Be that person who brings positive energy to whatever you do. Lift others up. Surround yourselves with marigolds instead of walnut trees.

I have a gift for you: As you leave Chapel today, I have a marigold plant for each of you. I’ve planted a seed, and if you take care of it, it should grow. Let it be a reminder to you that, every day, you get to make a choice about what type of person you want to be.

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He ard on Cam pus

“ I used to think drug talks [in high school] were a joke. I thought, ‘I’ll never turn into that guy.’ But that attitude comes from the way we’ve irresponsibly presented addiction to kids over the years. We put way too much focus on the worst day, and we forget the first day.”

Former NBA player CHRIS HERREN addressing the Brooks student body and faculty on January 9, 2019. Herren, who hails from Fall River, Massachusetts, played basketball at Boston College and at California State University, Fresno, for the Denver Nuggets and for his hometown Boston Celtics before losing his career — and, he says, nearly his life — to 10 years of prescription drug abuse, heroin addiction and four overdoses. Sober since 2008, Herren has dedicated himself to abuse prevention and healing. Among other efforts, he regularly speaks to audiences of young people to share his experience as a cautionary tale. Colin Khater ’19 was the driving force behind bringing Herren to campus. “Being a professional athlete is something so many of us only dream of, and his story about how he lost all of it due to his disease is not only captivating but an important example of the seriousness of addiction,” Khater says. “I hope his talk helps students expand their understanding of addiction, meaning that we as a community learn it is a disease, not a choice.” Pictured Above: Chris Herren (left) with Colin Khater ’19.

COMMUNITY SERVICE

Model U. N. Shines in Boston A group of Brooksians spent a weekend tackling global politics.

A contingent of 20 Brooks students attended the 18th annual Boston Invitational Model United Nations Conference in February.

The conference, hosted by Boston University, is an annual simulation of the United Nations for high school students.

Student delegates debated issues such as climate change, power vacuums and energy policy in groups from NATO and the European Union, to the Disarmament and Security Committee of the U. N., among others, says Brooks’s Model U. N. club co-leader, Michele Musto, chair of the history department. “Several students also debated in more fictional or historical groupings,” she says, “such as the ‘Gods of Olympus’ arguing over World War I or the Mughal Dynasty deciding the fate of their empire.”

The weekend was packed, and students spent time debating, writing resolutions, and meeting and speaking with students from across the world about international politics. They enjoyed every minute, and returned to campus tired but invigorated. “The students left energized and bubbling with excitement,” Musto says.

The Community Service afternoon activity group took a trip to Cor Unum Meal Center in Lawrence, Massachusetts, in early February. Cor Unum serves nutritious meals to all who are in need, seven days a week. Brooksians worked hard to help prepare and serve dinner to Cor Unum guests, and to help clean up afterward.

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NEWS + NOTE S

Expanding the Brooks Classroom The eighth Winter Term at Brooks allowed students to take classes that surveyed everything from Ancient Greece to car maintenance to data science. Here’s a look at a few of the dozens of classes that were offered.

In “Balance,” [1] third-form students creatively explored the various ways balance plays a role in nurturing community. They learned how to unicycle and hacky sack, and spent time together outdoors cooking and finding reflective campus spaces in which to hang a hammock. The class also learned how to play chess, and spent time together sipping tea and discussing ideas on a journey of communal, joy-based steps toward living a mindful, growth-oriented life.

Third-formers enrolled in “learn_ code {< 3 weeks}; Vidcode” [2] learned computer programming.

JavaScript was the foundation language used, and other languages were explored as well. The class made field trips to several local technology companies and universities, and heard from guest speakers in the field. Vidcode is a resource that the class relied on; it was designed by three woman programmers who shared a mission of building a rigorous and creative online coding platform that is inclusive and appeals as strongly to girls as boys.

“The Complexity of War,” [3] taught by Head of School John Packard, was offered as a thirdform course this year. The class uses the Vietnam War as a point of

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entry to also consider more recent American involvement in Iraq and Afghanistan, and to think about the challenges facing those who have authorized and waged war.

The work includes learning the history of each conflict, but is primarily focused on understanding what war is like from the perspective of those who have experienced it.

The class traveled to Washington, D.C., as part of its time together, and took advantage of interviews and meetings with a broad slate of Brooksians, government officials and public figures.

Students interested in learning more about the diagnosis, treatment and clinical implications of cancer enrolled in “Health & Human Disease.” [4] Students also observed surgery at Massachusetts General Hospital, learned the basics of first aid and completed a genetics lab, and also had a chance to explore their own related interests.

The Center for the Arts was a hub of activity during Winter Term, and “Jurassic Park Live!” [5] took full advantage of the space. The class set out to perform a live-action parody performance of the 1993 box office hit. The group wrote the script, created the sets, built props, designed costumes, created a score

and sound effects and, finally, performed to a packed house. In previous years, this Winter Term course has staged “Titanic” and “The Dark Knight.”

Students discovered their personal strengths and learned how to use them to secure happiness in “The Power of Positive Living!” [6] The group also explored what healthy relationships are in the 21st century, and discussed how new societal pressures have changed the ways in which people relate to one another. The course also taught students 13 basic “real-world survival skills,” including how to pay bills, network for a job, cook and balance a checkbook.

“The History & Culture of Yoga” [7] explored the “eight limbs” of yoga: thinking morally, personal reflection, meditation, physical posture practice, breathing exercises, exercises to improve senses, exercises to improve mental focus and bliss. Each day, students engaged in physical yoga practice, meditations, breathing, mental focus exercises, and discussions on yogic philosophy and morality. The group also visited local and Boston-based yoga studios, attended meditation lectures and studied the different ways in which yoga is practiced throughout the world.

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“Jurassic Park Live!” was one of several classes to use the new Center for the Arts in its inaugural Winter Term. Other courses that used the space regularly or for special tasks included “Learn to Play Guitar,” “Surf Science & Culture,” “The History & Culture of Yoga,” “Making the Brooks Band” and “Dance Exploration: An Introduction to Dance in Techniques, Pop Culture, History & Community.” >>

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Brooks students staged a technically complex musical that explores pressing social issues on the main stage of the Center for the Arts.

Good Morning,

There’s always a flurry of excitement in late February at Brooks when the annual winter musical takes the stage, but this year, the feeling was more palpable than usual. A cast of more than 50 Brooksians showcased the musical “Hairspray,” which tells the story of Tracy Turnblad, a teenager in 1960s Baltimore who confronts racism, segregation and the pitfalls of teenage popularity through her quest to star in and integrate an afternoon teen dance television show. The musical is based on the 1988 movie of the same name written and directed by John Waters.

The show enjoyed a three-night run to packed houses that reflected the joyous mood of the cast and company. The students were 14

excited to put on “Hairspray,” and they were doubly excited to put it on in the new facility with its space and technology upgrades.

“I absolutely loved being a part of the first musical in the new Center for the Arts,” Katie O’Brien ’19, who starred as Tracy, says. “‘Hairspray’ is one of my dream shows, and Tracy is a part I’ve always wanted to play.”

The show is a complicated production that tested the limits of the new facility. Director of Theater Rob Lazar tours the stage complex with an eye toward what Brooksians are able to do now that they were not able to do in the previous Auditorium space. He points out the moving scenery, for example. “There are many elements that we couldn’t have done in the

same way in the old space. So, this is a nice show to showcase what we can do in this new facility.”

Lazar says that “Hairspray” has been on his short list of musicals to do for a long time. “Opening in the new space, we knew we wanted a show that was bigger, and in which we could use some of the technical components that we have in this space that we didn’t have before,” he says. For example, he shows off the stage’s ability to “fly” scenery in and out on a backstage pulley system. “Here, we can actually lift scenery up and move it around,” he explains. “We couldn’t do that in the barn because the ceilings were too B RO O KS BULLET I N

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Baltimore!

low. We didn’t have the pulleys.” The new stage, Lazar continues, allows the company to move scenery easily and often. That makes performances more visually interesting and improves the pace of the show by lessening time between scenes.

There’s also more space backstage for actors to use for changing, positioning themselves for their next scene, storing belongings and hanging out. Lazar points out the green room, a bright, well-lit room that Lazar says students have appropriated space in and “recently found their way into. What we really wanted was for this to be a kids’ space, so it’s nice,” he says. “It’s specifically designed for the students.”

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The new facility also features a catwalk and lighting system that are professional, but also geared toward student members of the technical crew. “The gallery in the old space was difficult,” Lazar says. “We could access it if we needed to, but we really didn’t want to. This gallery is meant to be used by students. We have a space that pushes and challenges our students, but that is not so technologically sophisticated that it becomes out of reach for our students.”

Finally, Lazar, standing on the stage, motions toward the back wall and the balcony of the theater. “We’re dealing with high school actors, musicians and performers here,” he says. “We want to train them to project, to hit

The Center for the Arts hosted “Hairspray,” the school’s raucous winter musical, in February.

that back wall. We pulled the back wall closer here. It helps them learn, and it also makes the space feel more intimate.”

At this, Marcus Wong ’19, who plays male lead Link Larkin, breaks in. “Being onstage in this place is amazing,” he says. “Whenever I’m acting, whenever I come up with something, I want to showcase what I’ve come up with and show the audience what I can do. This space encourages me to break that dimension, and go out there and perform. I’m not afraid to do whatever I want to do in this space. This space is vibrant. I’m able to go out there and nail things down, and put my fear aside and go up there and do what I’m supposed to do as an actor.”

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NEWS + NOTE S

N EWS FRO C ALMI G PH US AT HL ET E SM P OT T

Caroline Kukas ’19 The Brooks girls 1st hockey goalie is a rock. She’s the last line of defense for the team, but she’s also known for making connections with teammates, fellow students and teachers. That sense of connection, Kukas says, is what attracted her to Brooks and what she’ll take away from her time on Great Pond Road.

Sixth-former Caroline Kukas knew she wanted to come to Brooks, she says, when she stepped into a math classroom on her revisit day. “I was with one of the hockey players,” Kukas remembers, “and she had math class.

I think it was geometry. We were sitting there, and I noticed the connection that this girl had with [mathematics faculty Ali Mattison]. As I went through the day, I noticed and recognized those little connections that the teachers have with their students here, and that’s something that wasn’t the same at any other school.”

Kukas is now herself a tour guide at Brooks (“I wanted to show other kids what our school has to offer,” she says), and she highlights the ways in which teachers bring the classroom to life for their students. “Sometimes I stop my tours right in front of [mathematics faculty Doug] Burbank’s room, and we talk about how there’s a big white board in his room that covers a whole wall,” she says. “Or, I tell my tours about [English faculty John] Haile, who taught me when I was a third-former. Once, he jumped up on top of a chair because he was so excited about something!” She took her first class with English teacher Leigh Perkins ’81 this fall, a seminar on literature

written by immigrants to the United States, and loved the experience so much that she signed up for a second Perkins class — memoir writing — this spring.

Kukas welcomed that close, unique connection between Brooks teachers and their students, and she found it waiting for her in droves when she matriculated. She speaks fondly of Mattison — the teacher she noticed on revisit day — as well as of mathematics teacher Stacy Turner. Mattison and Turner coach the 1st field hockey team, which Kukas plays for. She learned how to play field hockey after she arrived at Brooks — she says she “never even touched a field hockey stick” prior to her arrival on campus — and she cites Mattison and Turner for helping her through her new sport.

Field hockey was new to Kukas, but ice hockey and softball were not. Kukas arrived on campus intending to play both sports, and she’s delivered. In addition to manning the net for the hockey team, Kukas is a switch-hitting shortstop who bats leadoff for the softball team.

One quality defines Kukas through her varied sports and positions. “I’m supportive,” she says. “My teammates would probably say that I’m always

there for them, no matter what the situation is. They feel comfortable around me.” Kukas says that she gets this trait from her mother. Her mother, Kukas says, always puts others before herself.

“I guess that just sort of carried over when I began taking on leadership positions here,” she says.

“Knowing that people are here for me, but sometimes I need to help them, also. Sometimes, someone’s going through something really hard, and you don’t really know until you sit down and talk to them.”

She credits her success as a goalie, she says, to her ability to focus. “I’m the last line for our team,” she says, “and I see everything when I’m on the ice. And when I make a great save, it’s the best feeling I can have on the ice — for me, it’s even better than when my team scores! The support and encouragement and energy I get from my team keeps me going.”

Kukas is headed to Saint Anselm College next year, where she plans on continuing her hockey career. She will take the lessons she learned from Brooks, and from playing hockey at Brooks, with her. “I’ve learned to support and have empathy for people, because you never really know,” she says. “I’ve learned to not stop working, either at school or hockey. I’ve learned that there’s always someone there for you. Your team’s always going to support you.”

PHOTO: KEVIN CORREA P’21

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Caroline Kukas ’19 in the net for Brooks.

NEWS + NOTE S

AT HL ET I CS N EWS

An Impressive Season Across the board, Brooks teams came up big this winter.

The boys 1st squash team (left) won the New England championship this winter, and fourth-form phenom Christy Lau (right, with girls 1st squash head coach Kihak Nam ’99) won the individual Class A title at #1.

SQUASH PL AYS TO WIN The school’s boys 1st and girls 1st squash teams each dominated the competition this winner. The boys team won the New England Class B championship. Brooks finished first out of 14 teams at the tournament, hosted by St. George’s School. The girls 1st team put up a strong team showing at New Englands, and also saw its #1 player win the individual New England championship.

On the boys side, most of the Brooks players finished the tournament placing higher than their seeding coming into the tournament. Head coach Doug Burbank sees this as a sign of how far his

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players have come in the sport.

He points out that three years ago, three of the winning players played on the 3rd team, and another had begun in the instructional program.

“This speaks volumes about the coaching they received from the 3rd, 2nd and instructional team coaches,” Burbank says. “I’m very proud of the way the team competed on the court,” Burbank adds. “They played an intelligent, gritty, and patient game of squash using all three dimensions of the court beautifully.”

Jose Victorino ’20 and Marty Graham ’19 won individual championships at #4 and #5, respectively, while fifth-formers Nick

Carabatsos and Tobey Smith were both runners-up at #2 and #3.

Sixth-form captain Deven Kanwal, meanwhile, finished in third place at #1.

At the same time, the girls team traveled to Choate Rosemary Hall to compete in the Class A tournament, after winning the Class B championship last year. The team, seeded 14th, placed 11th in the 16-team field. Fourth-former Christy Lau won the individual championship at #1, beating the 2017 U17 U.S. Junior Open champion and #2 seed in the process.

“I was extremely pleased with how our girls played against other teams in Class A,” says head coach Kihak Nam ’99. “On almost

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every occasion, our athletes won against players to whom they had previously lost during the regular season. I was thoroughly impressed by how focused they were.”

On the boys side, Kanwal took home All-ISL and All-NEPSAC honors, and Carabatsos nabbed a spot on the All-ISL Honorable Mention team. For the girls, Lau and sixthform captain Vicki Haghighi took home All-ISL honors, and Lau was also named the league MVP.

BOYS BASKETBALL WINS ISL The boys 1st basketball team continued its winning ways this winter. The squad’s heralded undefeated streak ended on December 1, 2018 with a loss to Hamden Hall Country Day School, but the squad stormed back to post a 22–6 regular-season record, including a fifth consecutive undefeated run through the ISL. The team entered the NEPSAC tournament seeded third and dispatched sixth-seeded St. George’s School handily in front of a home crowd at Brooks. They advanced to the semifinals, where they faced second-seeded Hamden Hall in Hamden, Connecticut. Brooks battled, but couldn’t hang on in the 62–65 loss, ending its season.

“I’m really proud of our team, and particularly our group of sixthformers,” head coach John McVeigh says. “In a year in which I think some people thought we might struggle, they have been terrific leaders on and off the court.”

Newcomers Sam Thomson ’20 and Tyler Whitney-Sidney ’21 took home All-ISL and AllNEPSAC First Team honors.

Myles Foster ’20, Elliott Nelson ’19 and Wil Stevens ’19 grabbed All-ISL Honorable Mention Team

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WRESTLING TURNS HEADS

The Brooks 1st wrestling team performed well this year on the strength of several grapplers, securing a third-place finish at the annual Graves-Kelsey Tournament. Outstanding third-former Kelvin Griffin led the way as nine wrestlers qualified for the New England Independent Schools Wrestling Association Championship. Brooks landed in 13th place out of 44 competing schools, and Griffin, Anthony Burnett ’19 and Gorey Gaffney ’22 qualified for the Prep School Nationals Wrestling Tournament at Lehigh University. Griffin finished in eighth place in the 113-pound weight class, earning himself Prep School All-American honors — a first for a third-form Brooks wrestler. Griffin also picked up All-ISL and All-New England honors, and the Brooks team was named the ISL’s most improved team.

nods, and Foster and Nelson also were named to the All-NEPSAC Honorable Mention team.

GIRLS HOCKEY IS A FORCE The girls hockey team marauded through the regular season, posting a 19–2–2 record en route to a top seed in the NEPSAC Championship tournament. The Brooks girls hosted Vermont Academy in the first round, dispatching them with a 4–3 victory that put Brooks into the semifinals. Brooks defended its home ice once again against Worcester Academy with a 6–2 win that set the stage for the New England championship game.

Brooks traveled to meet second-seeded The Rivers School on neutral ice at the Fidelity Bank Worcester Ice Center in Worcester, Massachusetts. Unfortunately, Rivers came away with the win following an exciting, hard-fought 3–1 game in front of a capacity crowd.

“A huge congratulations to our girls hockey team and their coaches on a tremendous record-breaking season,” Director of Athletics Roberta Crump-Burbank wrote in an email to the Brooks community following the game. “Although

today’s result is not the one we hoped for, we are immensely proud of their accomplishments on the ice and by how well they represented Brooks throughout the winter. We will be talking about the success of this team for a long time!”

Goalie Caroline Kukas ’19 was named U.S. Hockey Report (USHR)’s Girls Prep Post-Season Awards Goaltender of the Year and Honorable Mention Player of the Year, as well as NEPSAC Division II Player of the Year (for the second straight year), first team All-NEPSAC and first team All-ISL. [Ed. Note: Read more about Kukas and her contributions to the Brooks community on page 16.]

Caroline Cutter ’19 was named USHR Honorable Mention Defenseman of the Year, and also nabbed spots on the All-ISL and All-NEPSAC Honorable Mention teams. Quin Healy ’20 and Caroline O’Keefe ’19 also turned in AllNEPSAC Honorable Mention and All-ISL performances.

W MORE ONLINE: Please visit the Brooks athletics website at brooksschool.org/athletics for more information on your favorite Brooks team, including schedules, game recaps and upto-date news.

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A LIVING BUI The Center for the Arts The Center for the Arts provides space for the visual, performing and musical arts to come together at Brooks, as well as space for the community to gather.

Main theater equipped to house performing arts programs as well as regular all-school gatherings.

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Black box theater, scene shop, costume shop, green room and changing rooms

Visual art studios: Ceramics, 3D visual arts, photo with darkroom and

Interdisciplinary classroom space, including a digital media lab and film classroom

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2D visual arts

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LDING Arts Street, a corridor filled with student art and spots for informal gatherings. Arts Street is the spine of the building, connecting ensemble, studio and performance areas together through shared space, and providing gallery and communal space for our students.

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Music rooms:

ensemble

one four

choir ensemble

practice

FOR DECADES, the Center for the Arts has been a promise: A vision represented by blueprints, renderings and predictions of how spaces will be used, of how students will benefit, of how Brooks will become a better version of itself. We’ve told you about the future: the will-be, the could-be, the possibility.

You’ve seen photos of gleaming classrooms and pristine walls, and a space full of dreams.

Now, the Center for the Arts is open and a firm reality in our days: Students move through its Arts Street, faculty teach in innovative spaces, and large and small gatherings come together in a central space that is quickly becoming the new heart of our campus.

The photos that accompany this text look different from previous images you’ve seen. These photos show a building that’s in use: Easels set up for a class period, clay making its mark on a pottery classroom, a backstage shop packed with sewing machines and costumes.

But, that’s what we’ve always wanted this building to look like. It was beautiful when it was pristine, empty and hopeful.

But, it’s even more beautiful now, when it’s full of life, and now that it’s making a fundamental and meaningful difference to our school every day.

BY RE BECCA A . BIN D ER BU IL D IN G PH OTO G R A PH Y COU RTESY O F A N N BE H A A RCH ITECTS << The Center for the Arts sits on Main Street and brings the school’s performing, musical and visual arts together in an exciting space.

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A LIVING BUILDING

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This building is so bright, and kids love to be in here. This building has created another space for people to hang out. It’s centered right in the middle of campus, and, especially as a day student, it gives me a space to spend time in during the day.

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THIS BUILDING REPRESENTS the core of what we do. We bring together inspired teachers and inquisitive students in a space that allows them both to reach their potential. We provide opportunities for students to take intellectual and creative risks.

We attract driven, passionate students who want to engage with their talents. We attract students who want to try something new, and we give them a space in which to test themselves.

Quickly, the Center for the Arts has become a focal point of life at Brooks. We’ve welcomed a variety of all-school speakers whose messages our students have heard and carried with them. We’ve gathered in the theater for School Meeting. Students cut through the building on their way to Wilder Dining Hall; they use it as a place to display their photographs, paintings and other works to the larger community; and, they use the center’s gathering areas as an oasis, a respite from the busy life of the typical Brooksian.

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1. Brooksians increasingly see the Center for the Arts as the center of campus life. They attend classes, afternoon activities and all-school events in the building, but they also use it as a space to gather. 2. From left to right: Whitney Romoser Savignano ‘87 (left) chats with Atindra Barua P’20 (center) and Manjulima Barua P’20 (right) during April’s Celebration of the Center for the Arts. 3. Kat Marchesseault ‘21 (center) chats with a friend on Arts Street, a long, central corridor that serves as the spine of the building. 4. The Center for the Arts has several areas where students and faculty are invited to sit, talk and find time to relax in the middle of a busy day of classes.

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1. Along with digital photography, traditional darkroom photography has a home in the Center for the Arts. 2. Students at work on a digital photography project in the digital media lab in the Center for the Arts. This lab also acts as a recording studio for the music ensemble room next door, and it gives students the ability to play, record and produce their own songs. 3. Students try their hand at pottery in the ceramics classroom. 4. Lucie Legro â&#x20AC;&#x2122;22 works on a visual arts assignment. BRO OKS B ULLET I N

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A LIVING BUILDING

Before, we didn’t have spaces that were appropriate for things like ceramics. Now, I take ceramics, and my entire class loves it! We all hope we’re able to take upper-level ceramics courses here.

A NNA B E L L H U RD ’ 21

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THE CENTER FOR THE ARTS is designed to give intentional space to our arts department. The visual arts classrooms are spaces in which students can do their best work. They feature high, vaulted ceilings; large windows that let in an abundance of natural light; and ample room to engage in old pursuits while trying out new ones.

The building provides a distinct home for each medium in our arts department, but its open spaces and inviting corridors also welcome different artistic pursuits to mingle. The building also welcomes interdisciplinary work from outside the arts department: a pre-modern history class could try its hand at creating ancient pottery, for example, or an English class could try its hand at iambic pentameter in the theater.

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The Center for the Arts is already shaping student life on campus. The practice rooms are in perpetual use as students learn and create new music together. With the Center for the Arts, our students, those who love music and those who are learning to love music, now have the facilities and tools they need to learn, to grow and to expand their horizons.

DIR ECTO R O F CH O RA L A ND CH A MB E R MU S IC K E NNE T H G RIFFIT H II

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A LIVING BUILDING

W MORE ONLINE: Please visit the Brooks website at brooksschool.org/ arts/center-for-the-arts for more of the Center for the Arts.

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THE EPICENTER OF THE BUILDING is the theater and its main stage. The auditorium features two levels of comfortable seating that invite Brooksians to watch their peers perform. The stage, meanwhile, features a full fly-rigged pulley system, state of the art lighting and sound systems, and, backstage, an airy and comfortable scene shop, costume shop and green room, as well as multiple all-gender changing rooms.

The musical arts program, meanwhile, uses ensemble space and classrooms that are built for a variety of musical genres, ensembles of various size and musicians at various levels of their performance careers.

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1. Dancers rehearse in the black box theater in the Center for the Arts. The large space is endlessly maneuverable, and features large windows that can let light in or be curtained.

Brooks recently added dance to its slate of afternoon activities, and students have eagerly signed up. 2. Student musicians find ways to express themselves in the new Center for the Arts, either in classical form or by plugging in and rocking out. 3. Musicians practice in a music ensemble room in the Center for the Arts. 4. Student musicians of all levels find a home in the Center for the Arts. 5.

Backstage in the Center for the Arts.

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Thank you,

Dusty

After teaching at Brooks for 41 years, Dusty Richard prepares to say goodbye. As he reflects on his historically successful career as a soccer coach and math teacher, and on the longevity of his tenure here, he says he’ll remember something about his students. “Every day, my classes get up and thank me as they walk out the door,” he says. “I can’t believe that 40 years later, they’re still thanking me for teaching them.

That’s my job.”

BY RE BECCA A . BIN D ER

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his feature, if it’s going to be true to its subject, has to start with one unavoidable fact: Dusty doesn’t want me to write it. He protests its prominence, its word count (“Maybe, like, one page?” he suggests hopefully), and the school’s pausing to recognize him, to praise him, to credit him on the eve of his retirement. “I’ve been here for a long time, which I guess is admirable,” Dusty says. “But the success these kids have had through the years has had very little to do with me. We’re just caretakers, and that’s all we’ve been. The kids have done this themselves.”

We’re sitting in his mathematics classroom — it’s second period on a Friday in February — and he explains the problem that’s projected onto the screen behind him from the class he just dismissed. The three-dimensional graph looks to the layman like a series of hills and valleys, and as Dusty explains, that’s just what it is. It’s a graph of an equation that describes the depth of the ocean floor in a two-kilometer radius around a central point. The class, Dusty says, is imagining raising a sunken ship, and is using the directional derivatives from that central point to figure out where the hills are the steepest.

“This is really complicated math, but this class, they’re really good,” Dusty reflects. He’s talking about his legendary two-year course that couples Advanced Honors Pre-Calculus and Advanced Placement BC Calculus. “If you ask nothing of students, you’re not being fair to them,” he says.

“This class, these 19 kids in this two-year course, it’s ridiculous what I ask of them. It’s obscene. I would never have done what I’m asking them to do as 17-year-olds.”

Here’s where Dusty’s magic comes in. The class succeeds, he says, because they’re a team, and because they’ve learned that their goals are team goals. “They teach each other,” Dusty explains. “They form study groups and they help each other. The goal of the class is not for them each to get a 5 on the AP exam. The goal of the class is for them all to get a 5 on the AP exam.”

Different Classrooms Dusty has always been “a team sport guy,” he says — he was hired at Brooks in 1978 on the strength of his career playing and coaching soccer

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Dusty works with students in his legendary two-year mathematics course.

— and the concept of team applies equally as well in his classroom as it does on the pitch. “My kids are much better, and I’m helping them more, if I’m able to negotiate them teaching each other,” he says.

“Calculus is a wonderful thing. I love it, and I hope my kids love it.

But it’s much more important that I teach them how to learn.”

Dusty keeps scrupulous records of test scores from previous years.

The 2011 incarnation of the class is the current champion, Dusty says, but he predicts that this year’s class may top them. “This is very much a team approach,” he says. “On the

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JOHN BARKER ’87, P’21 Having Dusty as a coach and dorm parent was tremendously impactful. There are two important, intangible lessons I learned that originate from Dusty, and specifically his ability to develop a team. The first is preparedness. Dusty considered being on time for practice being 15 minutes early.

No excuses. If you were not there early and fully ready to play when he started practice at 3 p.m., you were wasting his and your teammates’ time. After seasons of soaking this in, this unconscious preparedness gave our team a significant mental advantage.

The second is commitment. As each season began, Dusty let the captain lead a discussion with the team about what our commitment was to each other, and to the team, and what we expected from each other. As a third- and fourth-former, the team’s level of open communication, disagreement, debate, discussion and resolution was sometimes uncomfortable. As my discomfort gave way, I realized that this open level of communication led to a broad understanding about the level of commitment our team shared. There developed a deeper level of understanding of teammates, their strengths and their weaknesses, and those of the collective team.

day of the exam, they always have a team breakfast. It’s all the same stuff — it’s just that we’re doing it with math instead of soccer.”

Dusty’s room in the Link and his pitch on the fields are “just different classrooms for the same thing. The kids learn that they are much better when they work with other people,” he says. “Being part of something bigger than yourself is not a natural thing for a teenager. Getting teenagers to think about something bigger than themselves is crucial and very hard to do. But, my kids do this by themselves. I don’t have to talk about this with my soccer team

“ The goal of the class is not for them each to get a 5 on the AP exam. The goal of the class is for them all to get a 5 on the AP exam.” anymore, because the sixth-formers do it. They teach the third-formers, who will become the sixth-formers who teach the third-formers. This has nothing to do with me, and it hasn’t had anything to do with me for a very long time. People keep

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ANDREW STEVENS ’18 Dusty was my advisor, coach, dorm parent, and teacher, but above all, he was my friend. I recall my first few days as a homesick new fourth-former. Dusty and I went to Dunkin’ Donuts to talk about how I was feeling. Over the course of my three years at Brooks, Dusty was there for me every step of the way. I would check in with him every single day to see how he was, and he would check in on me. I was fortunate enough to be a part of the 2017 ISL- and New England Championshipwinning boys 1st soccer team. We were down 2–0 in the second half of the championship game; I looked over to the sideline and saw Dust, standing there, coaching his final Brooks soccer game. We rallied and scored three goals to send Dusty out as a champion. Nothing can top the moment of lifting that trophy in my last game and Dust’s last game.

I could hardly bring myself to say goodbye to Dust after graduation. In the weeks leading up to my last days at Brooks, I made sure to stop by Dusty's classroom and cherish each and every conversation we had. Dusty guided me in so many ways, and he showed me love and cared for me as if I was one of his own. I will never be able to thank him enough. He made an incredible mark on the lives of so many kids before me, and I am so grateful to have been one of his last advisees. I will forever hold a special place in my heart for Dusty. He is truly one of a kind.

Dusty (right) with his wife, Sharon. The pair plan to retire to South Carolina.

thinking I’m some sort of magician.

No. I set up something pretty cool, and the kids have carried it.”

There’s “a weird alchemy” in this, Dusty says, something that defies the laws of science. “You create a hole that has a kind of gravity to it, and people want to be a part of it,” he says. “Each kid puts something into it and helps create something bigger. And then, despite all chemistry and physics, each kid can take out more from the center than they put in. Something’s happening in that center that’s creating more mass.”

A Brotherhood This focus on teamwork, on selflessness, on giving all you have and receiving even more back; over the course of Dusty’s time at Brooks, this philosophy has turned the boys 1st soccer team into a respected campus presence, an example for others to follow, and a Brooks institution that has helped guide its alumni through the remainder

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“ People keep thinking I’m some sort of magician.

No. I set up something pretty cool, and the kids have carried it.” of their lives. The team has had its moments of on-field glory (see “Writing the Record Book,” page 35), but to Dusty, “that is not anywhere close to being as important as building a team. When my current players see each other 15 or 20 years from now, I want their first thought to be the fall of 2018 and what they experienced together.”

Dusty has created a culture that teaches two lessons to its adherents: First, that the experience of the 16th, 17th and 18th players on the team — the younger players, the bench players — serves as the team’s barometer. “It’s about how

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they feel about it, and about the experience that they’re having,” Dusty says. “If you pay attention to their experience, if they’re as much a part of it as the starters are, everyone will do well.” Second, he says, he teaches his players “how to be great teammates. There are all these things we want to teach them before we talk about tactics,” he says. “When you teach them how to be great teammates, they become, you know … you hear them talk about the brotherhood, and the this and that in their Senior Speeches.

It’s real.”

Dusty is secure in the knowledge that current head coach Willie Waters ’02 will carry on this mindset. “Willie gets it,” Dusty says. “He understands exactly what’s important.” Dusty sees his legacy not only in the team’s day-to-day emphasis on teamwork and bonding, but also in the performance of a variety of longstanding, closely held pre-game rituals that he calls “traditions.”

“The beauty of these traditions is the same as in the classroom,” he says. “It’s the kids that nurture them. We have traditions that are unbelievable. For the life of me, I can’t remember how some of them started.”

Dusty describes his favorite tradition as a series of handshakes that allows each member of the team to shake the hand of every other member of the team. “It’s so moving, even at the beginning of the season,” he says. “But by the end of the season, we have to allot more and more time for the handshake, because it’ll take 20 minutes. They’re hugging and crying, because they know that the season’s coming to an end. In the last week, to watch these 17- and 18-year-old boys tell each other how much they

DAVID COHEN ’91 I am very lucky to have had Dusty in my life for more than three decades. If our paths had not crossed while I attended a summer camp in New Hampshire during my elementary and middle school days, I would not have had the opportunity to attend Brooks. When I was a young boy on the soccer field, Dusty took an interest in me and my athletic abilities, and instantly we began one of the most important bonds and friendships I have had in my life. He saw my potential, not only as an athlete but as a person, and convinced school leadership to take a chance on me. When I was accepted to Brooks, the one non-negotiable for my parents was that I would live in Dusty’s dorm and that he would look out for me as I began this new journey away from my family.

A few years ago, I was honored at Brooks with the Alumni Shield award. In my acceptance speech, I remember saying the following: “I think back on my days here at Brooks and can truly say that this is where I gained the most meaningful educational experience of my life. I learned so many life lessons here and was surrounded by so many incredible people. My classmates and teammates, faculty and friends. And then there is Dusty: my mentor, coach and friend. He saw something in this young boy from Connecticut and introduced him to a school with so much possibility.”

I learned so many life lessons from him, and much of what I have learned along the way has molded me into the person I am today. Words like dedication, compassion, trust, selflessness, commitment and drive come to mind when I think about what I have learned.

This has been an incredible journey with him and because of him, and I know I am not alone in feeling this way. He truly has impacted the lives of so many students and members of the Brooks community. He has dedicated his life to the betterment of others, committed himself to upholding the mission of Brooks in the classroom and on the field, and is truly a mensch — a Yiddish word for a person of integrity and honor.

There will be a void on campus without Dusty, but so many with whom he has bonded with will continue to make Brooks an incredible place to learn and grow. He deserves this time now with Sharon and his family to enjoy this next phase of his life.

Early in his career, Dusty was mentored by some of Brooks’s canonic faculty. Now (inset), he serves as a mentor to many of the current faculty.

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COCO SUN ’17 Without the slightest exaggeration, Dusty is the best math teacher I have ever had.

I still remember walking into his classroom at the end of the math wing. “Honors Advanced Pre-Calculus” was a scary enough title for a math course, and I completely freaked out when Dusty told us that this would be a class where we do our own readings and bring any lingering questions to him. I had always been someone who relied heavily on classroom instructions, especially in math. I never liked digging through pages of extraneous symbols and trying to decipher how exactly the lines and graphs were supposed to exhibit some sort of “beauty” in mathematics. The only means of comfort was Dusty’s warm smile as he looked at us through his iconic glasses, promising that however hard it felt at first, we’d become much better as time went on.

And hard it was at first. The amount of time I’d have to spend painstakingly reading through one chapter in the textbook, plus the time it took to muster up the courage to sit down and do so, exceeded the time I spent on the rest of my classes collectively.

But before I realized it, I found my rhythm — the patterns and connections between the text and example problems became apparent to me. To this day, the ability to dive into a dense mathematics text and ponder the underlying ideas is still something I rely on heavily.

But this in no way means Dusty left us on our own — in fact, knowing that Dusty would answer any well-thought-out question in class gave us the motivation to do our best on our independent quests. Dusty is amazing at explaining concepts. There was one section in calculus about calculating volumes of irregular solids using “the disk method” and “the washer method.” It was a visually heavy approach that I just could not picture in my head after an entire week of reading and working with peers. As I poured time into this concept, I thought to myself that maybe this is a chapter that I just won’t get. I went into class with complete confusion that day, and Dusty must have seen the puzzlement on many of our faces. He seemed to know exactly what we had missed and tackled each of the threshold concepts with crystal clarity. It was magical: I saw a week-long ferocious foe of mine break down bit by bit to become a mathematical method that was simply beautiful.

I was extremely fortunate to have had Dusty as a math teacher throughout my time at Brooks. He taught me how to be a better learner and showed me the wonders of mathematics while being a role model and mentor outside of the classroom. I am constantly amazed by his passion for teaching and coaching, and I strive to be as committed to my passions one day. I’ll forever be grateful for the lessons Dusty has taught me, tangible and intangible, by being the teacher and person that he is.

love each other; where do you see teenage boys say that to each other openly? It’s a beautiful thing. They can be themselves and be totally un-self-conscious about it. That is important.”

The Past, and the Future Dusty is one of the last links to the great Brooks faculty of old.

He recalls with fondness colleagues and mentors such as Ray Eusden, Skip Perkins, Bill Poirot, Nick Evangelos, Todd Spader and Michael King. He says that only several weeks into his first year at Brooks, he “began to think that this could be my last job. I stopped updating my resume in about 1985.

There was something about this place that I knew was different.”

Dusty lists two of those differences. “First, we have great kids.

I firmly believe that the kids we have at Brooks self-select. Kids who like to be around adults come here, and kids who don’t like to be around adults don’t come here,” he says. “Second, the adults are totally invested in the kids. Throughout the years, Brooks has been a place for faculty who really like kids and really want to get to know them well.

That’s what I’ve always loved about this place.”

Dusty plans to retire to a house in South Carolina he bought with his wife, Sharon. It’s closer to his daughter and her two children, and Dusty can’t wait to spend time with them. He also plans on spending time working on cars and reading, and says “I may coach a little. I don’t know. There’s a high school really close by. Maybe they need a tutor.”

Dusty recalls a conversation with former faculty Bob Morahan.

“He said ‘I knew when it was time Under Dusty’s watch, the boys 1st soccer team has become one of Brooks’s pre-eminent athletics programs.

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“ You hear them talk about the brotherhood, and the this and that in their Senior Speeches. It’s real.”

WRITING THE RECORD BOOK Over the course of a 40-year coaching career, Dusty brought the boys 1st soccer team to the highest heights.

His teams have won four New England championships, have won outright or shared eight ISL championships, and have won the Gummere Cup nine times. And, Dusty’s teams have won the Navins-Eusden Bowl, awarded to the regular season winner of the game between Brooks and The Governor’s Academy, 29 times, including the last 16 times in a row. The team’s 1986 New England championship marked the first time an ISL team won the championship.

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Dusty has served as a teacher, coach, advisor, mentor and friend to many Brooksians over the years.

to stop,’” Dusty says. “He said ‘you just know,’ and I think that’s where I am now,” he continues. “I deserve it. I’ve been working, teaching, for 47 years. That’s a long time to do anything. But, there are things I’m going to really miss. If I could distill it into one thing, it’s just being able to sit and talk with teenagers. It keeps me young. It’s nostalgic. I find teenagers more interesting than adults because they’re still trying to figure it all out. They have no idea who they are, and they’re trying to find themselves.”

Just then, a sixth-former knocks on the classroom door. He and Dusty have planned a trip to a local place for pie. Dusty started taking kids out for pie and conversation several years ago, and he says he finds the time as meaningful as they do. The student wants to update Dusty on the growing number of students who want to go, and Dusty turns to me.

“It’s a place in Rowley,” he says.

“That’s where I take kids when they

DOUG BURBANK (Mathematics faculty) I consider myself very fortunate and blessed to have worked side-by-side with Dusty for the past three decades.

My initial connection with Dusty when I arrived at Brooks as a 22-year-old was on the soccer pitch. I co-coached the boys 1st soccer team with Dusty. He not only coached the team to an undefeated season and the New England Championship in my first fall at Brooks, he found time to spend hours mentoring me. One of the many things I learned from Dusty was that each team member has an equivalent role to play on the team; for Dusty, the manager is as important to the team’s success as the star striker.

Dusty is gifted with the ability to create highly functioning teams. His teams are always much greater than the sum of their parts. This is true with his teams on the field, his math classes in the Link, when he was department chair, and with the boys in the dorm — especially the Peabody House boys in his early years. Dusty uses the power of the team to get his “players” to play for each other rather than playing for themselves. It is never a surprise that his teams nearly always outperform their expectations. If you sit in on Dusty’s class, you will quickly feel the energy and intensity from this group of students truly learning together for a common cause.

Dusty is a master teacher, no matter the content. From teaching the second derivative in calculus, to the purpose of a carburetor in his Winter Term class, to the complexities of a certain formation in soccer, Dusty is able to get his kids to leave his “classroom” with a deep understanding of the material and with a newly developed passion to learn even more.

need to talk and stuff. Seven kids — that’s a big trip, more than usual,” he says, his eyes gleaming. “It’s going to be fun.”

Thank you

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THE UNINTENTIONAL PLACES

When the Bulletin surveyed the student body to ascertain students’ favorite places on campus, we expected to hear about the school’s intentional spaces — spaces that were built for certain purposes or to serve a specific need. We heard praise for those spaces, but what we didn’t expect to hear about were the unintentional spaces that, it turns out, are the favorites of many Brooks students: the favorite table in the library, the room where friends congregate, the moments of striking natural beauty. The campus, our results show, is far more than a collection of buildings and fields that allows our students to do their best work. It’s also a place that helps our students find community and a sense of self, moments of solitude and reflection, and an appreciation for the natural beauty that surrounds us.

BY REBECCA A . BIN D ER

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BOWERS ROOM / CENTER FOR THE ARTS

MAKING A NEW SPACE YOUR SPACE Tianshu Wang ’19 answered the

Bulletin survey almost immediately, responding “NEW ART BUILDING!!!!!!!!”

(For the record, that’s eight exclamation points.) When asked for detail, Wang explained that the Bowers Room in the Center for the Arts, which serves as a multi-purpose space, is his favorite place on campus.

Wang gives three reasons for his choice. First, he cites the eastward view through the room’s large windows of the tennis courts, Great Pond Road and the area beyond, which until now has not been largely visible from school buildings. Second, he explains, “it’s a great place to study. There are comfy chairs and tables, and they’re all on wheels. You can roll them around and rearrange the space however you like for study groups.”

Third, he notes that the room “has amazing tech! There’s a big television, and we watch Netflix during study breaks!”

Wang appreciates that Brooks makes the Bowers Room, and other spaces like it, available to students. “I tell people this when I give tours,” he says. “We have all these great facilities, and this brand-new building, and all the doors are usually unlocked. All these resources are just open for students to use, and I think that encourages kids to take initiative and use them.”

And, he says, he feels lucky to be part of the first sixth-form class to use the new building. “All the sixth-formers, we’re all trying to find our niche in this building before we leave,” he says. “Some kids like to hang out in the chairs at Danforth Commons. Some kids like to sit at the tables under the staircase. We’re all looking for our spaces in this building, and the Bowers Room is a corner of this campus that I can claim as my own.”

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BUILDING A COMMUNITY

Sarah Fleischman ’19 has spent a lot of time sitting at one table in Luce Library. She says she might spend more time at her table than she does awake in her dorm room. “I’ll be here during free periods, during study hours, before study hours, doing homework,” she says. “I’ve been sitting here since at least the end of last year. I always sit in the same seat. I’m a creature of habit, and I like to do the same thing all the time.”

LUCE LIBRARY

Fleischman even wrote a college application essay about her table, responding to a prompt that asked her to describe a place or community that means a lot to her. “The same group of people —

THE UNINTENTIONAL PLACES

some of my closest friends — comes and sits with me almost every day,” she explains. “Earlier today, we were all sitting around here and we didn’t have enough chairs, so one friend brought in a chair from the Mac lab, and one friend just sat on the floor! It was fun.”

Her table, Fleischman says, has provided her with more than a space to do her homework. It’s given her a place to gather with people she cares about. “I know a bit more about how to build a community,” she says. “How to find a place to be around my friends, no matter what we’re doing.

Most of the time, we’re still just sitting around doing homework, but it’s nice to be around people whose company I enjoy.”

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LAKEFRONT “ The LAKE , because it’s very peaceful.

It’s a good place to hang with friends and a good place to think.” “ The FIRE TRAIL , because the view of the lake is gorgeous and it’s quiet.”

AND THE WINNER IS…

Brooks students claim spots all over campus as their favorites, but there’s a clear consensus: Almost one-third of survey respondents claimed that some aspect of the lakefront bordering Lake Cochichewick — the boathouses, the dock or the fire trail — was their favorite place on campus. Respondents called the lake beautiful, and said it’s a place to relax and unwind during a busy day at Brooks.

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“ The OLD DOCK down by the lake because it's easily the most peaceful place on campus. It has a great view, and it's a really nice walk to get there. I like to sit there when I get really stressed or just need to clear my mind, and I always leave feeling better than when I got there.”

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RUSSELL WALK

THE UNINTENTIONAL PLACES

A BEAUTIFUL WALK

“ My favorite place on campus is Russell Walk, the road that leads to Russell House.

You walk through rows of trees that look absolutely beautiful, and to your right you can see the most colorful sunsets.”

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A COMFORTABLE PLACE

Much of the basement of Ashburn Chapel hosts a bright, cozy lounge area with couches, throw pillows and comfortable armchairs arranged around an inviting coffee table.

The space may have been intended to serve as an informal alternative to the traditional classroom space that occupies the remainder of the building’s footprint, but Erika Wilson ’20 and her friends use the space as a central place to meet and hang out in the middle of a hectic school day.

“It’s a chill space,” Wilson says. She likes to congregate with friends in the chapel basement. “We talk about our

ASHBURN CHAPEL BASEMENT

days,” she says. “All the couches are comfortable, and there’s a lot of natural light.”

Wilson also appreciates that the school holds periodic Courageous Community Conversations in the space. The subjects of these open conversations can range from political or current events to a discussion of difference on campus. “This is a good place to have those conversations, because the space is relaxing and comfortable, and people feel at ease,” Wilson says. “You hear other people’s opinions and also get a chance to express your own. You talk with people you might not normally talk with, and you get to know the community better.”

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PEABODY HOUSE

THE UNINTENTIONAL PLACES

A COMMON HOME

The third-form boys of Peabody House answered the survey — repeatedly — to say that their dorm was their favorite place on campus.

“My best friends at the school live there with me, and it’s an awesome place to go and relax,” says third-form resident Alex Tobias. “We’ve only gotten closer as the year goes on,” he concludes. Classmate Kelvin Griffin explains that the third-formers all live together on the first floor of the dorm, which helps them bond. “It’s a small dorm with a really good community,” Griffin says. “We all hang out together in the common room.” Third-former Corey Gaffney agrees, and notes that Peabody is the dorm that is farthest away from other campus buildings used by students. “Peabody is tucked away on campus,” he says. “It’s in its own little area here, and that’s allowed us to get closer to each other.”

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BROOKS CONNECTIONS IN THIS SECTION 44 Alumni News 50 Class Notes 78 In Memoriam

A scene from a dance at Brooks in the 1950s. Do you know the identity of either this Brooksian or his dance partner? If so, please email Director of the Archives Deanna Stuart at dstuart@ brooksschool.org.

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A Grammy Winner

A renowned Brooksian nabs Grammy wins for his work documenting the American South.

The album art for “Voices of Mississippi,” a retrospective of the work of Bill Ferris ’60.

Below: Ferris at work in his younger days.

Bill Ferris ’60 has spent his career

documenting the American South through film, audio recordings, folklore and photography, and he’s earned countless recognition for his work. Now, he can add two Grammy Awards to his shelf: A retrospective of his work, a four-disc box-set release titled “Voices of Mississippi: Artists and Musicians, Documented by William Ferris,” won the Grammy for Best Historical Album in January.

The 120-page book included in the box set, edited by Ferris, took

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home a separate Grammy for Best Album Notes.

The set, 10 years in the making, provides a survey of the sights and sounds of the Delta in ways that feel both profound and personal. Ferris finds his way into churches — one pastor claims Ferris as one of his flock on tape — and onto front porches in pursuit of music and people. The set includes tracks from famous musicians such as Mississippi Fred McDowell, and places them next to tracks of haunting melodies sung by inmates at the Parchman

Farm penitentiary. The set includes the book, which features essays by noted folklorists, two compact discs of Ferris’s blues and gospel recordings, one compact disc of storytelling and interviews conducted by Ferris, and one DVD of Ferris’s documentary films.

Ferris is a native of Vicksburg, Mississippi, the former chair of the National Endowment for the Humanities and the co-founder of the Center for Southern Folklore in Memphis, Tennessee. He is also the founding director of the Center for Southern Culture at the University of Mississippi. In 2002, Ferris accepted a position as a history professor and senior associate director of the Center for the Study of the American South at the University of North Carolina at Chapel Hill. He is the author of 10 books, has recorded blues albums and produced 15 documentary films on Southern folklore, and hosted the weekly Mississippi Public Radio blues show for 10 years. Former president Bill Clinton awarded him the Charles Frankel Prize in the Humanities; he was also inducted into France’s Order of Arts and Letters; and he was awarded the Distinguished Brooksian in 2010.

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An Organized Effort A dedicated group of Brooksians organized to spend a day volunteering.

#BROOKS 3 7 1 FOR THE WIN! Our fourth annual Giving Day was a success!

In March, a group of Brooks alumni, students and parents fanned out in their hometowns to spend time volunteering at organizations that provide valuable services to their communities as part of a larger effort called “Brooks Gives Back.”

Groups in Boston and Chicago volunteered at Cradles to Crayons, an organization that provides local children with the basic essentials they need to thrive at home, at school and at play. A New York contingent worked with City Meals on Wheels to deliver meals to homebound elderly neighbors, and a group of Washington, D.C., Brooksians partnered with the Capital Area Food Bank to sort and pack food to be delivered to local families.

Brooksians who haven’t strayed far from Brooks got into the action, too. Lazarus House, a shelter located in nearby Lawrence, Massachusetts, welcomed the effort of a group that spent time tending to standard housekeeping and repairs, and manning the kitchen.

The ministries of Lazarus House provide a safe, healthy, productive and respectful environment for families and singles as they transition from homelessness to independent living and self-sufficiency.

Brooksians from across the generations pulled together in support of the Brooks Fund on a single day that reaped massive results.

The school set a goal of receiving 371 gifts — one gift for each current student on campus. The school received 745 gifts — more than two gifts for each current student on campus.

These gifts totalled $134,730.

New and lapsed donors showed up in droves — 142 people donated a collective $11,644, which unlocked an anonymous $10,000 match!

Fifty-six percent of the class of 1975 gave on Giving Day. The class won the participation challenge for the second year in a row.

The class of 1973 led the way in total dollars, donating $12,484. Both classes will receive brass seat plaques honoring them in the main theater of the Center for the Arts.

Brooks’s younger alumni came through with large participation. The class of 2018 notched 42 percent participation; the class of 2013 tied the class of 1985 with 41 percent participation; and the classes of 2006 and 2010 ended the day at 35 percent and 33 percent participation, respectively.

GIVING DAY Total number of gifts:

745

Total amount raised:

ALUMS IN CHAPEL Matt Mues ’04 spoke in Chapel at Brooks on February 11. He spoke about the lasting relationships he formed at Brooks, and shared photos of Brooksian weddings and gatherings he’s attended since his graduation. He urged today’s students to stay connected, and confirmed for them that the friendships they’re forming on campus will endure long after they leave Great Pond Road. Mues’s classmate, former professional soccer player Charlie Davies ’04, addressed the congregation the previous week.

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$134,730 Thank you!

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Engaging With Today’s Brooksians Brooks alumni have lent their experiences and expertise to Winter Term classes since the program began eight years ago, and this year was no exception. For example, as part of the Winter Term course “Six Feet Under: The Art, Science and Business of Death,” Benjamin Riggs ’63 and his wife, Lee Thornton, presented to current Brooks students and faculty on the topic of “near-death experiences,” a phenomenon in which a person appears to be clinically dead for a short period of time, but who reports remarkable conscious experieces once revived.

The class, taught by Academic Dean Susanna Waters, history faculty Amanda Nasser and English faculty Leigh Perkins ’81, examined the ways in which humans around the world think about, memorialize, honor and experience death. Riggs runs the Rhode Island chapter of the International Association for Near Death Studies, and his lecture showed his expertise: Riggs recounted famous examples of near-death experiences; discussed evidence that near-death experiences are more than a psychological reaction to physical trauma; and helped students work through an emotional conversation on spirituality and philosophy. Thornton, Riggs’s wife, also told the story of her own near-death experience to the rapt audience.

“I loved hearing about near-death experiences from a Brooks alum,” says Lydia Barker ’21, who enrolled in the class. “It was interesting to hear a perspective that was so different from the ones portrayed in the media or commonly talked about. This class has not only opened my eyes to cultures and beliefs both similar to and radically different from my own, but it has also shaped my thinking and personal ideas about death.”

The class approached death in a variety of ways and through a variety of lenses. After hosting Riggs, the group also hosted Monica Berube Thibault ’08, who shared her experiences of growing up in a family funeral home business and getting a degree in funerary directorship.

HAVE YOU RECENTLY PUBLISHED A BOOK? Has your album just dropped? Tell us about it. We want to hear about your creative successes, and we want to highlight your work in an upcoming issue of the Bulletin.

To have your work considered for inclusion in a future installment of Brooks Works, please send a review copy to:

B

Editor, Brooks Bulletin 1160 Great Pond Road North Andover, MA 01845

The magazine does not purchase the materials listed in Brooks Works. The materials we receive will be donated to the Luce Library or another appropriate outlet. The Bulletin reserves the right to reject works that, in the judgment of the editorial staff, do not promote the mission or values of Brooks School or the Bulletin.

NATIONAL HONORS Recent Brooks Athletics Hall of Fame inductee Chelsey Feole ’06 was tabbed as one of five nominees across the country for this year’s USA Field Hockey’s National Coach Award. The award recognizes a USA Field Hockey Coach Member who exemplifies the values of sportsmanship, fair play and healthy competition, and who is dedicated to their craft and who works tirelessly to make their players, fellow coaches and the field hockey community better.

A S KAT E DOWN ME MO RY LA N E

Alumni from the 1980s through the 2010s came back to Brooks Arena for the annual Alumni Skate and Hockey Game in January. Suiting up for the game were, back row (left to right): Peter Gett ’02, Matt Mues ’04, Kevin Hendrickson ’04, Brendan McDonough ’12, Chas Gurry ’04, Drew Morin ’04, Alex Vendola ’06, Mike Bruno ’06, Andrew Bruno ’13, Craig Greely ’84, Dash Greely. Front row (left to right): Kevin Adam ’01, Derek Missert ’06, Jamie Waters ’04, Dan Conway ’11, Kaitlyn Conway ’06, Kate Haslett ’13, Paige Murray ’10, Willie Waters ’02, Ryan Wilson ’01.

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A Lasting Gift

An alumnus uses a non-traditional vehicle to give to Brooks.

Jim Pettorelli ’91 recently gave a

gift in support of financial aid at Brooks that will affect the school well into the future. He named the school as the owner and beneficiary of a life insurance policy. Pettorelli will continue to make annual donations to Brooks to cover the cost of the premium; Brooks will receive a payout that stands to total much more than the value of the premiums when he dies. This, Pettorelli says, allows him to make a large, impactful gift that will outlive him and his potential for annual giving.

Pettorelli chose to give this gift in support of financial aid at Brooks because he believes in the capacity of financial aid to change lives — including his own. “The Jim Pettorellis of the world wouldn’t have had the opportunity to go to a school like Brooks if financial aid was not funded correctly,” he explains. “I didn’t have the money to go to Brooks; my parents couldn’t afford it. If Brooks didn’t have financial aid, I wouldn’t have attended.

That’s just the reality of it.”

Brooks opened up Pettorelli’s world and continues to bolster his successful career as a wealth management advisor at Northwestern Mutual. The friendships, connections and skills he honed in school, Pettorelli says, followed him far beyond his time on Great Pond Road. For example, he credits the school’s close and loyal community with his initial professional success.

Pettorelli is a Chicago native, and he called on Brooks alumni to help grow his business in Boston. A lot of those initial contacts became clients, and a lot of those clients referred him to other clients as his book of business began to bloom.

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Jim Pettorelli ’91 (second from left) with his family.

“If Brooks has meant as much to other alums as it has meant to me,” he says, “I want them to think about how they can make a larger impact for the school.”

One reason Pettorelli’s gift is notable is because it uses an unconventional vehicle — life insurance — to maximize the impact of his dollars. “Because I do financial planning for a living, I understand how life insurance fits in a financial plan for individuals,” he explains.

“It can fit really nicely in planning for the school as well. What I’m able to do is create a large sum of money for Brooks at my death. If I can help today, I want to help today, as well.

But when I’m dead, Brooks will lose all future gifts from my family. So, my goal was to create a larger pot of money for the school that would have more of an impact.”

Pettorelli’s gift is further amplified by the existence of a matching gift program offered by his employer, Northwestern Mutual. He explains that the program matches

his annual gift dollar-for-dollar.

This allows him to double the gift, which doubles the amount of insurance he can give to the school.

“Life insurance can be a great planning tool for the school, and more people should think about doing this,” Pettorelli says, encouraging Brooksians to talk to their financial advisor about the idea or to reach out to him directly.

MAKE YOUR PL ANS! Gifts made to Brooks via nontraditional vehicles such as life insurance policies can make an impact that reverberates far beyond your personal financial investment in them. If, after consulting with your financial advisor, you would like to explore giving to Brooks via a non-traditional vehicle, please contact Major Gifts Officer Emily French Breakey ’03 at ebreakey@brooksschool.org or (978) 725-6290.

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BOSTON

REGIONAL RECEPTION Brooksians mingled over hors d’oeuvres and cocktails in February in Boston. Alumni, parents and faculty came together to connect, catch up and share stories of their time on Great Pond Road.

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01 Abby Hooper ’12 (left) and Jackie Kelleher ’12. 02 From left to right: Chris Kauders ’74, Stow Walker ’71, P’06 and Stephen Taber ’72 in conversation. 03 Head of School John Packard P’18, P’21 addresses the crowd. 04 Kelsey Albright ’10 (center). 05 Francis Hawkins ’06 (left) and Cailly Carroll ’06 catch up.

06 (From left to right): George Lucey ’14, Cata Robert ’14, Ryan Kizielewicz ’14, Brian Levenson ’14, Elise O’Brien ’14. 07 Kim O’Neill Packard ’87, P’18, P’21 (left) and Nina Bowman ’85. 08 David Rountree P’06 (left) and Sandy Tierney ’71. 09 From left to right: Ted Reimann ’09, Jack Tamposi ’09 and Chris Gilbert ’08. 10 Jess Phelan ’06. 11 James Hopper ’10 (center left) and Maggie Carey ’10 (center right).

12 Katie Smith ’07 and Rem Myers ’77 pose for a photo. 13 Caroline Doyle ’09 shares a laugh with another reception attendee. 14 Zack McCabe ’15 (left) and Nikita Minocha ’15 reunite. 15 From left to right: Paul Lazdowski ’96, Kate Reynolds, Director of Admission and Financial Aid Bini Egertson P’12, P’15, Associate Head for Student Affairs Andrea Heinze P’19.

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A LU MNNI OT P RO CL ASS ESFILE

STEFAN ED IC K ’80

An Educational Adventure Stefan Edick ’80 grew up with a love of sailing, which he’s turned into a career.

He captains tall ships, and is currently the executive director of the Gloucester Adventure, a maritime historical preservation and educational organization, and captain of the historic fishing schooner.

PHOTO: MARY BARKER

The schooner Adventure.

The schooner Adventure has a history to match that of her home port of Gloucester, Massachusetts. Gloucester has long been the heart of the fishing industry in the North Atlantic, and fishermen have set off from the harbor in search of catch and profit since time unknown. The town provides a convenient port for boats aiming at Georges Bank and the Grand Banks, 100 miles and 1,000 miles off shore into the North Atlantic, respectively.

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Adventure, a gaff-rigged knockabout schooner, launched in 1926 to fish the then-teeming Grand Banks. She and her crew of more than two dozen men fished the Grand Banks until 1953, when new, massive international trawlers with the capacity to catch and store tons of fish staked their claim to the North Atlantic fishing grounds. All told, Adventure took home $4 million of cod and halibut over her career. She was the most profitable ship of her time, she was the ultimate evolution of the fishing schooner, and when she was retired, Adventure was the last American dory fishing trawler left in the Atlantic.

The retired fishing ship became a tourist ship in 1954 and spent the next three decades ferrying vacationers up and down the Maine coast. Then, in 1988, the Adventure returned home: She was donated to the people of Gloucester to be preserved as a tall ship, and to be used to educate the public about the role of fishing in American history. The non-profit group Gloucester Adventure, Inc., was formed in 1988, the ship was named a National Historic Landmark in 1994, and today, Adventure is under the steady hand of a Brooksian, Captain Stefan Edick ’80.

Edick has loved to sail since his childhood. His grandfather, he says, “taught every kid in the neighborhood how to sail down in Cape Cod,”

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“ Before long, I put my life into a couple of sea bags and put to sea to see what it was like. I fully intended to do it for a couple of years, and there was certainly an urge to fit in adventure before life became too settled.

But, here we are, more than 25 years later.” matches his own internal values.

Second, he finds meaning, service and purpose in programs of education under sail.

“First, sailing ships are communities,” he says. “They’re communities of purpose. Every single person on board a sailing ship has an important role to play, and the values system is based on hard work and personal responsibility, and on compassion and consideration for shipmates. And, I suppose, on a predisposition to problem solving.

Captaining one of these ships is like continually solving a multiplevariable equation in real time.”

Second, Edick finds purpose in the idea of “education under sail” — programs that teach seamanship and sailing skills, but that also “teach the sort of things that come as byproducts of being part of a cohesive community with a common purpose,” he says. “It teaches communication, leadership and responsibility. And generally, in this day and age, it’s something that people pursue to explore their own capacities,” Edick explains. Many programs of education under sail are also academic in nature; they explore a topic that is relevant to the ship or the voyage’s route.

Adventure hosts educational programming on the history of dory fishing and on the history of the local fishery. “I think that this sort of experiential education, and the

sort of education that involves the outdoors and the ocean is even more essential to maintain in an era when our lives are overrun by technology,” Edick asserts. “Students today are information-rich, but they come to school experience-poor.”

Edick points to his own time at Brooks when he’s asked what inspired him to take up his unique career as an educator. “The education part ties, in many ways, to the relationships and inspiration I received from many of the teachers who were at Brooks during my time there,” he says. He points to faculty stalwarts such as Tom Burgess, Mark Shovan and Bill Poirot, among others. “You couple that with the sense of service that was promoted and embodied by [former school minister] George Vought,” he concludes. “Teaching, and the impact that good teaching could have on someone’s life, was very much present in my mind when I took up teaching on the water.”

PHOTO: KIM SMITH

and Edick was quickly hooked. “I had already developed a deep affection for the ocean,” he continues, “and I think what struck me was the independence and self-reliance element of sailing.” He loves, he says, the idea that sailing requires a knowledge base — for example, an understanding of the points of sail — and also a healthy dose of bravery and faith in your own abilities.

Despite his love of sailing, Edick’s becoming a professional sailor was, he says, “quite a happy accident.”

Edick spent most of his college career at Yale University studying Victorian British history, but he found himself drawn to the study of Mandarin Chinese by the end of his time in New Haven. His studies, he says, were pulling him to Asia, and he wanted to go abroad.

He found work managing a restaurant in Philadelphia while he was pursuing opportunities in Asia, and it’s during this interim period that his life came knocking. He found an opportunity to work with and develop a volunteer guild that maintained and sailed a historic ship.

“And I got hooked,” he says.

“Before long, I put my life into a couple of sea bags and put to sea to see what it was like. I fully intended to do it for a couple of years, and there was certainly an urge to fit in adventure before life became too settled. But, here we are, more than 25 years later.”

Edick received his first captain’s license in 1996. Since then, he’s held command of a dozen “traditional vessels” — an umbrella term that refers to historic vessels but also to modern reproductions of historic vessels that are rigged in traditional fashion. In total, he’s sailed more than 200,000 miles to 26 countries on four continents.

The draw of traditional sailing and sailing ships is twofold, Edick explains. First, he sees an inherent values system in sailing that

Stefan Edick ’80 (left) receives the George Nichols Trophy at Gloucester Schooner Fest in 2016. The trophy recognizes “outstanding seamanship and significant contributions to Gloucester’s maritime community.”

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A LU MN I P RO FILE

BETH ANY GO L DE N ’9 0

A Global Health Warrior A certified nurse-midwife has dedicated her career to improving healthcare infrastructure and to empowering women to understand their bodies and access contraception, reproductive health services and prenatal care around the world and at home.

Bethany Golden ’90.

After majoring in history at Brown University, Bethany Golden ’90 found herself on the road to being an attorney. But, life had other plans for her: Golden is now a certified nurse-midwife who focuses on strengthening healthcare infrastructure in underserved parts of the world. She’s worked to increase access to contraception, reproductive health services and prenatal care.

After graduating from Brown, Golden worked for two years as a development associate at the Rhode Island Women’s Health Collective before pivoting to a position as a domestic violence court planner at the Center for Court Innovation in New York, a think tank that works to create a more effective and humane justice system. Golden found her work helping to improve New York’s domestic violence courts interesting and

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fulfilling, but she says she became increasingly uncomfortable with the adversarial nature of the law.

Golden reevaluated her skill set.

“A lot of the violence that I saw in the court system happened around parenthood, happened around unplanned pregnancy, happened when people were starting a family,” she says. “There was something going on with families who were under a lot of stress at that moment, so I started looking into careers that focus on helping people during that period when someone is going from being an individual to caring for the next generation, and attending to what can be a really beautiful time or a really scary time for people. And that’s how I found the midwifery model.”

Golden enrolled at the Yale University School of Nursing, where she learned about health access issues. For example, Golden says, she studied disparities in access to healthcare based on socioeconomic class, race and geographical location, and rural access to care.

“The public perception of midwifery is mostly around home birth.

That’s not at all the population I’ve mostly worked with,” Golden explains. “Midwifery is also based on the idea that continuity of care is a really important thing; that having that support consistently for nine months, and building that relationship, can support someone as they become a parent.” Golden focuses

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her practice on reproductive health and on supporting women through their entire lifespan, from when they begin puberty to when they begin menopause.

Golden’s practice is based in San Francisco, where she provides care and reproductive health services to a diverse set of patients. She’s also committed to serving women around the world with sensititvity to cultures and the culturally diverse ways in which women relate to their reproductive health. As a student at Brooks, Golden participated in the Exchange Program and traveled to Kenya. She credits Brooks, and the opportunities the school provided for early travel experiences, with helping her become comfortable abroad.

While she was still enrolled in nursing school, Golden co-founded ICAS/Juntos Adelante, a non-profit based in Esteli, Nicaragua. The organization focuses on building community partnerships and sustainable solutions that strengthen health infrastructure and that promote social justice, gender equality, and health and human rights. For example, Golden speaks proudly of Juntos Adelante’s success in leveraging financing to provide scholarships for 20 nursing students, all of whom were placed in vacant posts in rural villages.

“This was the perfect example of projects that we like to do,” Golden says. “We had women who wanted to be educated as nurses and fill those roles and stay in their villages, and who would have a reason to commit to building their own communities. I think keeping women healthy and keeping women vibrant and keeping their families together and intact allows for larger community solutions to happen. We like to support community leaders who have a very clear vision of what they want to accomplish, but who may not have the resources to do it.”

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Juntos Adelante, the organization co-founded by Bethany Golden ’90, sponsored this mural displaying the history of maternal care in Esteli, Nicaragua. Golden is on the right in this photograph. With its muralist partners, Juntos Adelante has completed 10 massive-scale murals on the outside of public buildings and the interior of municipal buildings that celebrate women, families, human rights and equality.

Currently, Golden’s work has taken her across the globe again, this time to Fiji. She’s working as a clinical study coordinator for a Children’s Hospital Oakland Research Institute study on the prevalence and incidence of chlamydia among Fijian women. The study has two goals: First, it works to collect the data the Fijian government needs to secure resources for testing and treatment. Second, the study compares the accuracy of a traditional laboratory test for chlamydia to a newer test that Golden compares to a home pregnancy test.

“We’re doing a comparison to see if this new test can stand up to the gold standard,” she explains. “And, I think it would be really great to be able to collect enough significant data that it influenced public health policy, and that there was a public health policy that had the money and the resources and the testing behind it to make a difference for women who live here.”

Golden is very politically aware, and she remains politically active at home in the United States. “There’s something about global health that sounds sexier than staying involved in local issues,” she says.

“But we also need to put our energies into strengthening our own communities and taking care of the

inequalities we see at home.” She’s an outspoken proponent of protecting American women’s ability to access reproductive services, and she sees the recent political turmoil as a chance to invigorate a new generation of women.

“The last two years have suddenly motivated a generation to understand what is at risk,” she says. “For some of us who grew up earlier, in the 1980s and 1990s, the political and social justice fights that happened in the 1960s were still very much discussed. Whether that was the Civil Rights Movement, the feminist movement, birth control in 1968 or getting an abortion in 1973, those issues were still very raw and the generation before ours was talking about them.”

“I think this has rekindled the conversation,” Golden continues, “especially for a younger generation that grew up with Obamacare where their birth control is paid for, who suddenly realized that this is not a given. People are walking around feeling as though equal rights have been attained. I don’t think they have been, and I think that’s been illuminated in everything from equal pay to paid maternity leave to healthcare access to abortion access.”

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BROOKS CONNECT I O N S

A LU MNNI OT P RO CL ASS ESFILE

SUMMAR LYO N S ’03

The Power of Exchange Summar Lyons ’03 went abroad for the first time as a participant in Brooks’s Exchange Program. She was profoundly affected by her experience. Now, she leads government-funded youth exchange programs to and from Latin American countries.

Summar Lyons ’03 with other Brooks Exchange Program participants in 2003. From left to right: Njambi Wawea-Chebaibai, Cleighton DePetro ’04, Mary Hart ’04, Seth Reilly ’04, Lyons, Rose Musito.

Summar Lyons ’03 has a connection to Brooks that spans 30 years. Her cousin, Taylor Armstead ’22, is a third-former at the school, and her uncle, Tom Armstead ’89, also attended. Lyons speculates that she was “only a couple of months old when we were dropping Tommy off at Brooks for the first time.” She might not remember accompanying her uncle to North Andover in his Brooks days, but she has clear memories of one aspect of her uncle’s Brooks experience: His participation in the school’s Exchange Program.

“When I was growing up, my uncle would always talk about his experience at Brooks, and particularly his time in South Africa,” Lyons says. “He would tell me about that experience to spark my interest in growing abroad.” When Lyons matriculated at Brooks, her interest was sparked again by one of her schoolmates, Jason Martinez ’01. Martinez had gone on exchange, and Lyons found his stories of his time abroad intriguing.

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“I went on exchange to Kenya with three other students for a month,” Lyons remembers. “I really enjoyed the experience because it brought me outside of the bubble that can be common in the United States. We got a chance to not only visit the main tourist areas and historical sites, but we also got to do some community service.” Prior to her exchange trip, Lyons had not traveled abroad, and she had only left her hometown of the Bronx, New York, to embark on a homestay experience in Upstate New York as a participant in the Fresh Air Fund.

Her Brooks Exchange Program trip, she says, “really helped me to see that the world is bigger than my own backyard.”

Inspired, Lyons studied abroad in Mexico while she attended college at Northwestern University. She later joined the Peace Corps, a placement that took her to Costa Rica for three years, and then returned home to receive a master’s degree in international development from American University in Washington, D.C. She focused her studies on youth development. That experience, she says, helped her understand effective community development on the international level.

Now, Lyons has what she calls her “dream job.” She is a senior program officer of youth leadership

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B R O O K S CONNEC T IO NS

and higher education initiatives at Partners of the Americas, a Washington-based non-profit that connects people and organizations across borders to serve and change lives through lasting partnerships. Lyons says she enjoys many aspects of her job; “but my favorite, favorite, favorite part of the job has been working directly with youth from Latin America as well as from the United States to prepare them for exchange experiences,” she says. The United States Department of State, she says, funds exchange programs that Partners of the Americas implements and facilitates.

“It all comes full circle from where I started with my experience on the Exchange Program at Brooks,” she says. “I really enjoyed the impact of that, I enjoyed the experience and, of course, I still live the impact of what that experience was for me. In my position, I’ve been able to plan a similar experience for youths themselves.”

Lyons says she enjoys seeing the “transformation” in the youth she works with. The exchanges she helps facilitate focus on not just cultural and language immersion, but also, she emphasizes, “on leadership development and commitment to service.” Lyons explains that leadership and service are key, because they empower exchange participants to return home and effect change in their own communities. “We intentionally recruit students of diverse backgrounds,” she explains. “Among themselves, they learn from each other. They become allies to each other, which I appreciate, especially in this day and age where there’s so much going on pertaining to diversity issues.”

Lyons sees the value of international exchange programs, especially between the United States and countries that are experiencing striking upheaval.

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She references, for an example, an exchange she facilitated recently between American youth and youth from Venezuela.

“First,” she says, “through their experience here in the United States, our Venezuelan students were able to share what was going on with them, and receive that level of empathy and connection across borders. Second, there’s hope involved. Through their experiences, they were able to foster hope in themselves as well.

When they are accepted in to the program, they realize that despite the challenges their country faces, the sky is the limit. They feel more encouraged and equipped to come back and bring that hope back to the people in their communities as well.”

The initiatives are also valuable for the American youth, Lyons continues, since they can help dispel myths and stereotypes about other countries. “I was glad to be part of the first exchange experience offered through the State Department for a group of teenage students to go to Colombia,” she says as an example. “Through the recruitment process and through engaging with parents and students to prepare for the students to go on the experience, we had questions pertaining to the typical stereotypes to come out of Colombia. We were able, as part

Summar Lyons ’03

of those preparations, to discuss those stereotypes and have those conversations openly and honestly.

And then, after the experience, they came back and we talked about those same stereotypes, and they realized that reality is very different than what they thought. These experiences are critical.”

Lyons looks forward to the future, and especially a new initiative she’s building that offers professional development opportunities for exchange experiences alumni.

“People say that youth are the future, but they’re also the present,” Lyons says. “They’re doing great things right now. What we should be doing as adults is providing those resources to lift them up to the potential that they’re already tapping into. We should be there guiding them along the way and telling them that they can.”

“ It all comes full circle from where I started with my experience on the Exchange Program at Brooks. I really enjoyed the impact of that, I enjoyed the experience and, of course, I still live the impact of what that experience was for me.”

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PARTING SHOT

Every year, spring brings new life to the Brooks campus.

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“ Brooks did and will always feel like home. I still step on campus and feel a sense of BELONGING that I was not able to replicate in college, which is still amazing to me.”

“ My education at Brooks is something I VALUE greatly.

It has made such a difference in my life, academically as well as in all other areas.”

JEN CARTER ’92

LOWELL ABBOTT ’10

“ G RATEFUL for my Brooks education, and everyone who made my time there what it was and helped me be what I am.”

“ From the day I arrived at Brooks, there were COUNTLESS little things that made me feel like I belonged.”

JOHN SOPER ’42

MARK MILLER ’63

“ 1160 Great Pond Road will always be my HOME.” JAMES KIM ’18

IN HONOR OF… For Nick Evangelos | Andres C. Hurwitz ’83 For Coach K. | Andrew Konovalchik ’14 For Dusty Richard | Alex Wagner ’15 For all the faculty who made my time at Brooks meaningful | Felicia Cafua ’15 For Ryan Dobbins | Darin Hunt ’16 For Willie Waters ’02 | Dylan Steele ’17 For Lillian Miller, the best Spanish teacher I ever had | Allie Iamonaco ’17 For Reid Wyatt | Jameson Lehrer ’18 For my experience and the future of the school | Jason Gold ’18

On Giving Day, we asked why you give back to Brooks, and you told us: Your responses ranged from memories of founding headmaster Frank Ashburn shaking hands with students after dinner in the 1940s; to bonding with the Perkins family in the 1980s; to Spanish and history classes in 2016. The “who” of Brooks may have changed over the years — from Ashburn to Packard, from Skip and Maureen Perkins to Leigh Perkins, from banding birds to, well, playing in a band on stage in the Center for the Arts — but the “what” of Brooks has always and will always be the same. Brooksians find a community here; Brooksians find a home here; Brooksians find themselves here. The Brooks Fund, which accounts for 12 percent of the school’s annual operating budget, is vital to what we do, and to who we were, who we are and who we will be.

We thank you for your generosity and care for the school, and we hope you’ll consider giving to the Brooks Fund in future years.

B RO O KS SCHOOL BROOKS FUND

Three easy ways to give: Credit Card — Check — Stock. Visit www.brooksschool.org to make your gift.

Brooks Bulletin Brooks School 1160 Great Pond Road North Andover, MA 01845-1298 Address service requested

Nonprofit Organization U.S. Postage PAID Permit No. 36 Lawrence, MA

JOIN US! We hope you join us at an event this summer. We have events planned for: Kennebunk, Maine; Nantucket, Massachusetts; East Hampton, New York; and Denver, Colorado.

Visit www.brooksschool.org/alumni/ events for more information and to register.